Elementary and Literacy EducationPage address: https://grad.mnsu.edu/programs/bulletin/eece.html
College of Education
Department of Elementary and Literacy Education
328 Armstrong Hall
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.
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
(Thesis Plan - 30 credits)
(Alternate Plan Paper - 34 credits)
(Creative Project - 34 credits)
The Master of Science in Education Studies emphasizes curriculum planning and improvement of teaching skills. The program is available to all teachers who wish to broaden their base of knowledge, enhance their classroom performance and better serve the needs of their students. Students choose to specialize in a particular focal area. Either 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 for the last two undergraduate years. Applicants must also submit a letter stating why they are interested in admission to the program, as well as a recommendation form (available from the dept.) from a school administrator addressing professional competence.
Required Tools of Research Core, All Options (9 Credits)
- EEC 600 Introduction to Graduate Studies and Technology (3)
- EEC 617 Elementary School Curriculum (3)
- EEC 626 Preparing Students to Read (3)
Major Research Core Courses: (9-15 credits)
- EEC 604 Teacher as Researcher: Classroom Inquiry (3)
- KSP 609 Research Methods or
SPED 600 Introduction to Education Research (3)
- EEC 610 Scholarly Writing (3)
- EEC 694 Alternate Plan Paper (1-2)
- EEC 695 Creative Project (1-2)
- EEC 699 Thesis (3-6)
For students completing an Alternate Plan Paper or a Creative Project, EEC 610 - Scholarly Writing is a recommended course.
Students completing a thesis must complete KSP 609 or SPED 600.
Required 500/600 level Focal Courses in Education (Varies with each option, 9-15 credits)
500/600 level Elective Courses within the College of Education which will provide focus in a particular area of study (e.g., Early Childhood Education, Reading, and Elementary School).
Focal Areas of Study (9-15 credits)
The courses listed under each area are meant to be suggestions only. Courses are to be selected in consultation with an advisor.
- EEC 520 Reading Difficulties (3)
- EEC 528 Teaching Reading And Writing in the Content Areas (3)
- EEC 601 Experimentation and Innovation in Elementary Classroom (2)
- EEC 608 Teacher-Parent Relationships (3)
- EEC 617 Elementary School Curriculum (3) or
EEC 631 Seminar: Elementary Curriculum (2)
- EEC 622 Trends in School Math (3)
- EEC 628 Writing for Teachers (2)
- EEC 565 Pre-Kindergarten Curriculum and Methods (2)
- EEC 595 Internship: Early Childhood Family Education (2-4)
- EEC 608 Teacher-Parent Relationships (3)
- EEC 609 Education of Infants and Toddlers (3)
- EEC 612 Language and Literacy development (2)
- EEC 614 Cognitive Development in Early Childhood Education (2)
- EEC 640 Seminar: Early Childhood Education (2)
- EEC 685 New Directions in Kindergarten (2)
- SPED 520 Education of young Children with Exceptional Needs (3)
Related Area Electives (Area varies with each option, 6 credits)
Choose 6 elective credits in a related academic area (outside of the College of Education), chosen in consultation with an advisor.
To satisfy degree requirements, students following a degree plan must successfully complete a written comprehensive examination. Students completing the thesis plan must also defend the thesis orally. A minimum of 50 percent of all coursework must be taken at the 600 level, excluding thesis or alternate plan paper credits.
Elementary Math Pedagogy Certificate
|EEC 605||Advanced Practices in Elementary Mathematics||3|
|EEC 644||Assessment and Instructional Strategies in Mathematics||3|
|EEC 646 *||Differentiating Elementary Math Instruction||3|
(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.
Graduate Certificate in Reading
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|
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.
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.