Teaching is tough. But when you see that little light bulb blink on over a once struggling student’s head, it’s all worth it. Your commitment to their understanding is very powerful.
Research has shown how crucial the early years are to a child’s long-term development — socially, emotionally, cognitively and physically. Dedicated elementary education teachers can make huge impacts in their students’ lives, and help to lay this critical foundation.
As a bachelors in elementary education student at William Woods University, you will engage in a curriculum that explores both content knowledge and pedagogical skills — what to teach and how to teach it. You will learn the nuances of how to teach effectively so that all students learn.
Learn from our faculty with many years of experience and in many venues of education — public school systems, private school systems, and higher education systems in Missouri and beyond. The knowledge and skills they bring with them resonate in every class they teach.
Our distinguished programs create highly sought after educators. Principals, superintendents, and other administrators across Missouri reach out to us for partnerships, substitutes and applicants because we turn out teachers who are ready to help students excel.
You will have access to:
Unique opportunities for observation and student-teaching placement in classrooms of rural, urban and suburban areas
Experiences working in area classrooms early in your education
Individualized programs that afford you the opportunity to work 1:1 with our dedicated faculty, who are then able to concentrate on augmenting your strengths and developing any weakness
Coursework that gets you involved in the community
In Analysis and Correction of Reading Disabilities (EDU 441) for example, students work one-on-one in reading with a student in the community
Service-learning activities, such as math fairs, tutoring, health fairs, practical learning labs and more
The opportunity to join the international honor society in education, Kappa Delta Pi, where teachers and future teachers come together
Encouragement to substitute in area schools once you have completed 60 college hours — a great opportunity to meet professionals in local schools that often leads to job offers
Education technology certification
William Woods University is recognized as one of three universities in Missouri that incorporates Enhancing Missouri’s Instructional Networked Teaching Strategies (eMINTS) certifications into its education programs. This distinguished program provides professional development and support focused on the powerful intersection of technology, standards-based instruction and research-based teaching practices.
At William Woods University, elementary education students are thoroughly prepared to teach grades 1-6 in the state of Missouri. Those with the Early Childhood Certification Concentration can teach children from infancy through third grade.
Graduates with an education degree can also pursue careers as an Instructional designer, trainer, athletic or education program director, resource teacher and more.
Most elementary alumni begin working in Missouri schools within months of graduation. Many go on to pursue graduate degrees like a Master’s in education, curriculum and instruction, administration and more.
Our students are highly sought after by distinguished employers across the country, including:
We have some phenomenal teachers. Not only are they knowledgeable and supportive, but they also have a broad background of teaching experiences.
— Sarah Zolinski, B.S. in Elementary Education and B.S. in Equestrian Science, M.Ed. in Curriculum and Instruction
At William Woods University the professors made teaching fun and enjoyable. The education department at WWU prepares future teachers to set foot in their own classrooms. Learning doesn't stop after you leave the doors of the education department at William Woods University. Professors still keep in contact with me about my teaching styles and new techniques to use in my classroom.
— Shannon Barnard, B.S. in Elementary Education, Current teacher at Jefferson City Public Schools
The Bachelor of Science in Elementary Education degree at William Woods University consists of 122 distinct credit hours for graduation—including 64 core major credits, 12 required elective credits, and a 21-hour concentration in an eligible academic area.
Courses you may take
Multicultural Education -D
This course addresses various aspects of multiculturalism and cultural diversity such as culture, race, ethnicity, gender, class, religion, language, age, and exceptionality. By examining these micro-cultures, students will understand and use this knowledge to meet individual student needs and address cultural differences effectively in the classroom. Concepts and strategies for teaching different cultural, racial, and ethnic groups, including English language learners, are included.
Educational Technology I
The role of technology in the K-12 classroom and issues surrounding technology use are examined. Students incorporate technology use into projects presented to the class.
A study of children with special needs who qualify for special education services. Topics include the history and legal basis of special education, the special education process, assessment and evaluation procedures, characteristics, and appropriate intervention strategies and teaching methods. Emphasis is placed on characteristics and teaching strategies for the following exceptionalities: learning disabilities, mental retardation, behavior/emotional disorders and giftedness.
Foundations of Education
This course is a comprehensive overview of the foundations of education in the United States. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically includes a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process. The nine Missouri Teacher Standards will be integrated, and used as a guide, throughout the course.
Beginning Clinical Experience
Teacher candidates observe and participate in an assigned classroom for a minimum of 30 hours. They observe and become familiar with the classroom organization and management, curriculum, and the school's instructional program. They work with students in various groupings and observe and implement differentiation strategies.
Teaching Language Arts & Children's Literature
Teacher candidates will study children's literature and the content areas of language arts. They will create a unit plan which consists of 4 language arts lessons which are literature-based. The course includes units on language development, children's literature, speaking, listening, spelling, grammar, punctuation, capitalization, penmanship, and interdisciplinary instruction.
Teaching Social Studies in the Elementary/Middle Grades
The focus of this course is on elementary social studies content knowledge and literacy, concepts, materials/resources, teaching strategies, methods, assessment of instruction, and using an integrated curriculum design for teaching elementary and middle grades students. Integration of the arts is included. Curricular guidelines and standards will follow the Missouri Learning Standards and national professional organizations such as the National Council for Social Studies
Teaching Science in the Elementary/Middle Grades
The focus of this course is on elementary science content knowledge and literacy, concepts, materials/resources, teaching strategies, methods, assessment of instruction, and using an integrated curriculum design for teaching elementary and middle grades students. Integration of the arts is included. Curricular guidelines and standards will follow the Missouri Learning Standards and national professional organizations such as the National Science Teachers Association.
This course is designed to provide undergraduate education students an opportunity to become familiar with selected content, appropriate instructional techniques, and materials for teaching mathematics in the K-8 classroom. The philosophy of teaching mathematics recommended by the National Council of Teachers of Mathematics Curriculum Standards, Common Core State Standards, and Assessment Standards will be emphasized. In addition, Department of Elementary and Secondary Education Subject-Specific Competencies for K-8 Mathematics Education will also be addressed.
Language and communication disorders of students with special needs are investigated. Topics include normal language acquisition, language development of exceptional children, language problems and deficits, implications of language disorders and delays for learning, assessment, instructional strategies, and treatment.
Prerequisite: EDU231 and PSY226
Reading & Wrtng in the Content Area
This course addresses the special demands of content area reading and writing for both elementary and secondary students and encourages teachers in all content areas to reflect on their roles as literacy providers. An overview of the possible causes of reading difficulties and simple assessment procedures are discussed. Students will also learn teaching strategies for improved comprehension of content materials, study skills, and vocabulary.
Teaching Reading and Writing
Students will understand curriculum and instructional planning of reading and writing in k-12 classrooms. Students will plan and differentiate lessons based on student needs. Instruction will focus on reading, writing and language acquisition in all grade levels. Students will work together and experience different expectations for pre-service teachers in collaborative groups. Throughout this course students will develop a better understanding of literacy development; phonics, fluency, vocabulary, and comprehension. Students will understand how to organize literacy instruction
Intermediate Clinical Experience
Teacher candidates observe and participate in various ways in an assigned classroom for a minimum of 30 hours. They become familiar with lesson planning, differentiation strategies, assessment techniques, and the analysis of demographic information. Teacher candidates work with students throughout this experience and plan and execute a lesson with the direction of the cooperating teacher. This lesson is delivered to the whole class, a small group, or an individual student. They then reflect on student learning as a result of this lesson.
Prerequisite: EDU291 and Admittance to the Teacher Ed Program
Measurement & Assessment in Eductn
This course provides an overview of the theory, concepts, and principles of measurement and assessment in education. The emphasis of this course will be on the application of principles, techniques, and procedures involving the construction and use of various forms of formal and informal assessments to enhance the instructional process. The course considers the use of student data, data analysis, and data-based decision-making to monitor student progress and improve student learning and instruction.
Prerequisite: EDU 395, EDU392, an additional 300 level major course, and Secondary Education major
Student Centered Reading & Writing
This is a field based course that covers instruction of language acquisition, phonics, fluency, comprehension and writing in a K-12 classroom. Students will observe a classroom during ELA instruction and tutor a student in reading and writing. Students will spend 12 hours intensively tutoring their assigned student, they will be assisted by collaborating during class meetings to better serve the student. The pre-service teacher will analyze reading and writing samples and assessments of their assigned student, they will then develop an appropriate lessons for language acquisition, phonics, vocabulary, and writing skills. Students will work intensively with students who have been assessed and need assistance to be at grade level in ELA instruction.
The nature of behavior problems in schools, including types, etiology, and management through educational and behavioral intervention procedures are addressed. Students are encouraged to take this course the semester before they do their student teaching.
Prerequisite: EDU231 and EDU395
Supervised Teaching (Elementary)
Teacher candidates are assigned to a specific classroom for 14 weeks. Using a co-teaching model, teacher candidates will work with a certified teacher to implement all of the elements of teaching (MO Teacher Standards). These elements of teaching will be phased in gradually , while continuing to use both teachers in the classroom to improve student learning. The teacher candidate will become the lead teacher as the semester progresses and will be responsible for all elements of teaching for a minimum of 6 weeks, under the guidance of the certified teacher. Teacher candidates will complete the MoPTA during the student teaching semester and will be supervised by a qualified university supervisor.
Prerequisite: EDU291 and EDU395
Corequisite: EDU 492
Teaching competence is strengthened through multiple means, including the examination of and reflection upon the students experiences during their supervised teaching placement. This is a writing intensive course that includes a community profile paper, reflection pieces and a culminating portfolio that documents performance standards. Class meetings occur before, during and after the student teaching experience.
Corequisite: EDU 490 or EDU 493 or EDU 495 or EDU 499.
Understanding Mathematics for Tchrs
This course will address the mathematical knowledge, skill, and processes taught in K-8 classroom settings. The course will focus heavily on both the content and process standards developed by the National Council of Teachers of Mathematics and will use the six principles of mathematics as a guide.
Instrctnl Techniques in Health K-12
To develop an understanding and competency in teaching health, nutrition, and safety in the elementary grades. Required for K-12 Physical Education, Early Childhood, and Elementary Education majors.
Educational Psychology -S
The study of the psychological principles that support the foundation of educational theory and practice. The student will be able to understand and apply the psychological principles that form the basis of educational theory and practice.
Child and Adolescent Development -S
The purpose of this course is to provide an overview of the typical development of a child from birth through emerging adulthood. Biological, cognitive and social development and the influencing factors will be covered. Students will be expected to apply the theories discussed in the course to improve child welfare.