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Minnesota State University, Mankato
Minnesota State University, Mankato

Elementary and Literacy Education

Page address: https://grad.mnsu.edu/programs/bulletin/eece.html

College of Education
Department of Elementary and Literacy Education

328 Armstrong Hall
507-389-1516

 

The Department of Elementary and Literacy Education offers graduate programs focusing on the needs of K-6 teachers in deepening their knowledge and skills across the curriculum as well as K-12 teachers and two-year college faculty in Reading. All programs are offered through online delivery with one-on-one advising.

 

Admission

In addition to meeting the general admission requirements of the College of Graduate Studies and Research, requirements for specific degree programs and for licensure endorsements are noted below.

GPA requirement for admission to the graduate programs is 3.0. Applicants must also submit two recommendation forms (available from the department) from a school administrator addressing professional competence and another professional familiar with their work with children.

 

Elementary Education MS
31 credits

Common Core
EEC 604 Teacher as Researcher: Classroom Inquiry 3
EEC 616 * Integrating 21st Century Skills in the Diverse Classroom 3
Restricted Electives

Tracks
Choose one track to complete the program.
STEM Track

EEC 536 Engineering for Elementary Teachers 3
EEC 546 Educational Technology-STEM 3
EEC 567 Integrating Science, Technology, Engineering and Mathematics 3
Math Track

EEC 605 Advanced Practices in Elementary Mathematics 3
EEC 644 Assessment and Instructional Strategies in Mathematics 3
EEC 646 * Differentiation in Elementary Math 3
Generalist Track
9 credits is required. Select one course in reading, writing, and math.

EEC 605 Advanced Practices in Elementary Mathematics 3
EEC 611 Early Literacy Practices for the Diverse Classroom 3
EEC 626 Preparing Students to Read 3
EEC 628 Teaching Writing in Elementary School 3
EEC 644 Assessment and Instructional Strategies in Mathematics 3
EEC 646 * Differentiation in Elementary Math 3
Unrestricted Electives
A total of 12 credits is required. At least 3 credits must be in EEC. The other 9 credits in consultation with your advisor.
Research/Methods Course(s)
EEC 610 Scholarly Writing 3
Capstone Course
Choose 1 - 4 Credit(s).
Select one option in consultation with you advisor.

EEC 694 Alternate Plan Paper 1-2
EEC 695 Creative Projects 1-2
EEC 699 Thesis 1-4

 

Elementary Math Pedagogy Certificate

Common Core

EEC 605 Advanced Practices in Elementary Mathematics 3
EEC 644 Assessment and Instructional Strategies in Mathematics 3
EEC 646 * Differentiating Elementary Math Instruction 3

 

Reading MS

(Thesis Plan - 34 credits)
(Alternate Plan Paper - 34 credits); (Creative Project - 34 credits)

The Master of Science in Reading emphasizes curriculum planning and improvement of teaching skills. The program is available to all teachers who wish to deepen their knowledge of reading, enhance their classroom performance and better serve the needs of their students. The thesis, alternate plan, or creative project may be followed.

For Admission, applications for the Master of Science program must have a valid Minnesota teaching license. They must have earned a Bachelor’s degree from an accredited college or university, and have a minimum grade point average of 2.75 in their undergraduate years. Applicants must also submit two recommendation forms (available from the department) from a school administrator addressing professional competence and another professional familiar with their work with children.

Common Core
EEC 610 Scholarly Writing 3
EEC 613 Implementing Response to Intervention in Reading for the Gen Educ Class 3
EEC 619 Reading Assessment and Diagnosis 3
EEC 620 Effective Reading for Content Areas 3
EEC 625 Instructional Strategies and Remediation 3
EEC 626 Preparing Students to Read 3
EEC 630 * Literacy for Culturally and Linguistically Diverse Learners 3
EEC 635 Analysis of Research in Reading 3
EEC 661 Practicum 3
Restricted Electives
Choose one course from the following
EEC 628 Teaching Writing in Elementary School 3
ENG 655 Topics in Teaching Writing 3
ENG 656 Teacher Research in the Writing Classroom 3
ENG 657 Teaching Writing with Literature 3

Capstone
Choose 1 - 4 Credit(s).

EEC 694 Alternate Plan Paper 1-2
EEC 695 Creative Project 1-2
EEC 699 Thesis 3-4
Unrestricted Electives
Choose elective 2-7 credits

 

Graduate Certificate in Reading

(18 credits)

This program allows already licensed teachers to complete the requirements for the
K-12 Reading Teacher License Endorsement.

EEC 613 Implementing Response to Intervention in Reading for the Gen Educ Class 3    
EEC 619 Reading Assessment and Diagnosis 3    
EEC 620 Effective Reading for Content Areas 3    
EEC 625 Instructional Strategies and Remediation 3    
EEC 626 Preparing Students to Read 3    
EEC 661 Reading Practicum 3    

 

 

Course Descriptions

EEC 502 (3) Introduction to Teaching the LEP Student

For teachers of students whose dominant language is other than English.

EEC 504 (2) Curriculum: Applications of Technology in Education

To prepare pre-service and in-service teachers to use technology in the elementary classroom. Applications to each content area will be considered.

EEC 517 (3) Teaching Reading to ESL Students

Foundation level knowledge concerning the reading process and how it pertains to the ESL student including strategy instruction.

EEC 518 (2) Elementary School Science Activities

Identification of appropriate science equipment, process skills, concepts and instructional attitudes for science in the elementary school.

EEC 520 (3) Reading Difficulties

Foundation level of knowledge concerning the characteristics, causes, diagnosis and treatment of reading difficulties.

EEC 522 (3) Emergent Literacy

Presents knowledge base and strategies for literacy development for infants-Kindergarten. Focus on Family Literacy.

EEC 528 (3) Teaching Reading and Writing in the Content Areas

Presents strategies for teaching and reading knowledge, attitudes and skills in the various teaching content areas.

EEC 536 (3)  Engineering for Elementary Teachers

Through hands-on experiences students learn the basics of engineering needed to teach this content at the elementary school level. Topics include the engineering design process, reverse engineering, engineering fields/professions, and experience with instructional strategies. The course focuses on the engineering strand of the K-6 Minnesota State Science Standards.

EEC 546 (3) Educational Technology-STEM

Students will develop competency using the specific technology skills needed to become effective Elementary Science, Technology, Engineering, and Math (STEM) teachers.

EEC 556 (3) Special Topics-STEM

Students will become familiar with important, emerging topics in the field of elementary STEM education.

EEC 564 (1) Early Childhood Final Project

Professional portfolio, self video, career options.

EEC 565 (2) Pre-Kindergarten Curriculum and Methods

Planning the curriculum for teaching prekindergarten children.

EEC 566 (3) I-STEM

Students will learn to integrate the four disciplines of STEM (science, technology, engineering, and math) into their instruction in the elementary classroom.

EEC 570 (1) Practicum-STEM

This practicum provides students with an immersion experience in a supervised Science, Technology, Engineering, and Math (STEM) educational setting.

EEC 583 (2) Supervision of Student Teachers

To assist K-12 classroom teachers in developing their skills for supervising pre-service and student teachers.

EEC 590 (1-3) Workshop

The workshop format provides teachers and others opportunity to study a specific topic in a shortened, hands-on course. May be repeated.

EEC 591 (1-4) In-Service

Special courses designed to meet changing educational trends.

EEC 595 (2-4) Internship: Early Childhood Family Education

Principles and practices in Early Childhood/Family Education and programs. On-site experiences are required.

Pre: FCS 485, 488; EEC 435

EEC 600 (3) Introduction to Graduate Studies and Technology

Introduction to the programs and requirements of graduate studies in education at Minnesota State University, scholarly writing and the classroom technologies necessary for the master teacher.

EEC 601 (2) Experimentation and Innovation in the Elementary Classroom

Examination of innovative instructional procedures for implementation, evaluation tools and techniques in K-8 settings.

EEC 602 (1-4) Improvement of Instruction

Planning, teaching, skills, instructional procedures, and evaluation with emphasis on classroom implementation.

EEC 604 (3) Teacher as Researcher: Classroom Inquiry

Teachers use observations and informal data to learn more about their own classrooms. Designed to provide learning experiences in using research techniques and procedures in actual field research.

EEC 605 (3) Advanced Practices in Elementary Mathematics

Students will understand current trends in mathematics instruction for elementary students and develop competencies in the following: promoting reasoning and problem-solving, using mathematical representations, facilitating meaningful mathematical discourse, posing purposeful questions, building procedural fluency from conceptual understanding, supporting productive struggle, eliciting evidence of student thinking, and creating equitable opportunities in teaching and learning mathematics. Emphasis is on National Council of Teachers of Mathematics Principles of effective mathematics teaching and Standards for Mathematical Practice.

EEC 606 (1-4) Selected Topics

Selected topics explored for elementary or secondary teaching. May be repeated.

EEC 608 (3) Teacher-Parent Relationships

Emphasis on parent-teacher-child relationships for effective learning of children through the elementary grades. Includes Early Childhood Family Education.

EEC 609 (3) Education of Infants & Toddlers

Develop mentally appropriate materials and methods for use with infants and toddlers in the home, in HEAD START, in family daycare and in center based day care.

EEC 610 (3) Scholarly Writing

Designed to provide learning experiences in utilizing techniques and procedures in actual field research situations.

Pre: KSP 602 and EEC 604

EEC 611 (3) Early Literacy Practices for the Diverse Classroom 

This course focuses on implementing high quality, research based literacy instruction for all children in preschool through second grade. Emphasis is placed on the use of varied instructional approaches and materials for young learners. Students will develop the ability to: understand major theories and research describing literacy development, implement a balanced curriculum, design an environment to optimize student learning that includes choice and motivation, and differentiate instruction.

EEC 613 (3) Implementing Response to Intervention in Reading for the Gen. Educ. Class

This course provides an introduction to the Response to Intervention (RTI) initiative. Different implementation models will be reviewed, along with specific factors important to consider when designing programs. An overview of progress monitoring and intervention strategies will be provided.

EEC 614 (2) Cognitive Development in Early Childhood

Examination of family development and systems, development of children, environmental needs, problem-solving and critical thinking.

EEC 615 (2) Organize and Direct In-Service Reading Program

To identify special areas of staff needs in literacy: theory and research, cooperation, implementing change.

Pre: EEC 4/520

EEC 616 (3) Integrating 21st Century Skills in the Diverse Elementary Classroom 

This course is designed to assist teachers to reflect best practices for enhancing 21st Century Skills in the classroom in order to increase their students' critical thinking, communication and comprehension.

EEC 617 (3) Best Practices Across the Curriculum

Historical foundations; influencing factors, issues, analysis of materials, projects in construction.

EEC 618 (2) Preparation of Supplementary Reading Materials

Relates basic reading instruction theory to materials used in the classroom and provides guidance in identifying and preparing needed supplementary materials.

EEC 619 (3) Reading Assessment and Diagnosis

Selection and use of materials and methods; practical application of techniques.

EEC 620 (3) Effective Reading for Content Areas

Provides strategies in reading for effective instruction in the various content areas.

EEC 621 (3) Trends in Early Childhood

EEC 622 (3) Trends:

Recent research and current developments. Contemporary trends and teaching strategies in K-12.

EEC 625 (3) Instructional Strategies and Interventions in Reading

This course provides an in-depth study of instructional strategies and interventions for readers at different levels. Effective reading strategies for groups and individual learners, data-based curriculum decisions, and selection of appropriate materials and instructional strategies will be emphasized.

EEC 626 (3) Preparing Students to Read

Emphasizes recent research, issues, teaching methods, and new materials in developmental reading and K-12 levels.

EEC 628 (3) Teaching Writing in Elementary School

Presents information about elementary learners’ writing development, genres for the elementary curriculum, and assessment of elementary students’ writing. Research-validated practices for teaching diverse learners will be the focus of the course.

EEC 629 (3) Providing Professional Development in Literacy

A study of the role of the reading supervisor in planning, implementing and evaluating the total reading program.

EEC 630 (3)  Literacy for Culturally and Linguistically Diverse Learners

Students will develop expertise in working with culturally and linguistically diverse students in literacy learning. The course focuses on culturally responsive instructional strategies for literacy learning in reading, writing, and oral language to meet the cognitive, linguistic, cultural, and dispositional needs of English learners and culturally diverse learners. English language development, linguistics, academic language, assessment, family engagement, strengthening students' cultural connections, vocabulary development, comprehension strategies, writing instruction, and differentiation are major topics. (F, Summer)

EEC 631 (2) Seminar: Elementary Curriculum

Critical study of problems and research related to elementary school curriculum.

EEC 632 (2) Elementary School Supervision

Theory of supervision; models, techniques, in-service, role of cooperating teaching; supervision components. Designed for supervision of student teachers and beginning teachers.

EEC 634 (3) Designing Interventions with RTI in Reading for the General Education Class

This course provides classroom teachers with the skills to design interventions in reading within a Response to Intervention (RTI) framework. The focus will be on designing evidence-based interventions in phonemic awareness, phonics, fluency, vocabulary and comprehension.

EEC 635 (3) Analysis of Research in Reading

Examines research and theory in reading and other literacy areas. This course is designed to help students explore recent major research and theoretical thinking in reading.

EEC 636 (1-6) Clinical Experience in Curriculum Development

Supervised practical experiences in curricular design and development. Admission by application only.

EEC 640 (2) Seminar: Early Childhood Education

Contemporary issues in early childhood education. May be repeated for a maximum of four semester hours of credit.

EEC 642 (2) Organization and Administration of Early Childhood Programs

Develops basic principles of organizing and administrating early childhood programs.

EEC 643 (3) Advanced Assessment and Evaluation of Learning

Investigation of effective elementary classroom instruction through multiple methods of formal and informal assessment strategies that support student engagement, student progress monitoring, and guiding instructional decision making. Examination of assessment strategies for instructional planning and evaluation to promote strong intellectual, social, emotional, and physical development which will support all elementary students.

EEC 644 (3) Assessment and Instructional Strategies in Mathematics

The focus of the course is on understanding assessment and instructional interventions designed to enhance the mathematical thinking of elementary learners. Additionally, it will focus on using that knowledge to design instruction and intervention strategies aimed at student success. This course will address the development of conceptual models, focused practice, feedback during strategy development, and the development of procedural skills with algorithms.

EEC 645 (2) Seminar

EEC 646 (3) Differentiating Elementary Math Instruction

Students in elementary math classrooms often exhibit a wide range of skills, learning styles, and attitudes toward math. Through this course, educators address the challenge of bringing students of diverse abilities and needs to an equal level of competence, taking into account the cumulative nature of mathematics proficiency. Educators learn how to apply grade-appropriate, differentiated instruction methods, thus providing students with multiple paths to understanding content. Through these strategies, educators learn to help students develop fundamental skills and concepts, internalize content, visualize key concepts, and collaborate to solve problems.

EEC 647 (3) Effective Reading for Content Areas in the Middle School

This course focuses on practical, best practice strategies to help learners be more successful with textbooks and other kinds of reading materials. Vocabulary, comprehension, and study strategies supported by research-based evidence will be presented along with successful strategies for implementation in a grade or school.

EEC 650 (1-4) Technology Based Curriculum Materials

To refresh and update skills and knowledge related to technology use in the elementary classroom.

EEC 660 (1-6) Practicum in the Elementary School

Special teaching projects of an experiential and creative nature in the students' field of preparations.

EEC 661 (3) Reading Practicum

This field-based course is designed as the capstone experience for students completing the reading teacher program. The focus is on assessment and intervention experiences with struggling readers.

EEC 663 (3) Curriculum Development

Various theories for organizing curriculum are investigated and experiences are provided in designing an articulate program.

EEC 670 (2) Advanced Seminar in Elementary Education

May be repeated for a maximum of six semester credits. To provide opportunity to study, analyze and synthesize research findings.

EEC 673 (3) Documenting Student Progress in Reading with RTI for the Gen. Educ.Class

This course provides the information necessary for classroom teachers to document and monitor student progress in reading within the RTI framework. Content will include: which reading assessments to use and why; how to administer, score and interpret them; along with how to manage and make data-based decisions when designing monitored reading interventions within the general education classroom environment.

EEC 675 (1-4) Practicum in Adult Reading

Special projects of an experimental or innovative nature in elementary instruction, curriculum development of supervision.

EEC 676 (2) Strategies for Individualized Instruction

Examine theory and designs for developing implementing and evaluating various individualized instructional strategies.

EEC 677 (1-4) Individual Study

Opportunity for individual study on curriculum or instruction topics under direction of graduate faculty.

EEC 680 (3) Formal Assessment of Young Children and Ongoing Progress

This course will teach the core skills that are necessary for early childhood special education teachers to be able to conduct developmental screenings, perform formal child observations, and administer criterion-referenced and standardized assessments.

EEC 685 (2) New Directions in Kindergarten

Current research, instructional techniques and materials regarding kindergarten curriculum in language arts, reading, science, mathematics, social studies, psychomotor and creative arts.

Pre: EEC 370

EEC 686 (1-4) Curriculum Design

Supervised practical experiences in curriculum design and development. Permission required.

Pre: consent

EEC 690 (1-3) Workshop

Graduate workshops covering a wide range of content.

EEC 691 (1-4) In-Service

EEC 694 (1-2) Alternate Plan Paper

For students completing a Master's degree with the alternate plan paper option.

EEC 695 (1-2) Creative Projects

For students completing a Master's degree with the creative project option.

EEC 699 (1-4) Thesis

For students completing the Master's or Specialist degree using the thesis option.