BS in Education Online
Early Childhood Care & Education (ECCE)- Graduates of the BSED-ECCE are prepared to serve young children birth to five years of age [0-5] in diverse, bilingual settings outside of state public schooling. Students with this degree often seek careers in the care and education of infants, toddlers and preschool-aged children, for settings such as private and public childcare, early intervention, community and child-welfare programs, and Head Start.
Marketable Skills
The Marketable Skills for ALL of the programs above are:
- Social Responsibility Skills: Ability to act ethically and responsibly for the benefit of children, society and the public good
- Instruction Design Skills—Knowledgeable and able to apply best practices and linguistically responsive instruction for diverse student populations to promote all students’ success
- Data Use and Assessment Skills- Ability to use formative and summative assessments to inform instruction and meet the needs of diverse learners
- Critical Thinking and Problem-solving Skills: Ability to critically analyze information, find solutions to difficult or complex social and educational issues and to take transformative action
- Cooperation and Communication Skills: Ability to work with various professionals in school settings; ability to apply responsive classroom management; ability to effectively engage parents and community members in the educational process
The Bachelor of Science in Education offers two pathways for students seeking a degree in the field of education: one leading to Texas teacher certification and another for students who aim to prepare for a career in various areas such as early childhood education, after school programs, nonprofit work, and community outreach.
Texas Teacher Certification Pathway
The BS in Education degree concentrations that lead to certification require that students complete:
- the University Core Curriculum;
- supplementary coursework, with a grade of "C" or better in each course;
- pre-service teaching coursework, with a required minimum combined G.P.A. of 3.0 for these courses;
- Educator Preparation Program (EPP)/Residency coursework, with a required minimum combined G.P.A. of 3.0 for these courses; and
- successful completion of Student Teaching Residency I and II.
Students seeking this pathway will apply to the Educator Preparation Program prior to reaching the EPP/Residency designated coursework. For information about admission, fees, and EPP program requirements, visit the Center for Student Success website.
Background Check Requirement
As part of the Educator Preparation Program (EPP), candidates are required to pass background checks to be eligible to complete field-based experiences and clinical teaching (student teaching) as well as apply for their standard teaching certificate:
Pursuant to the Texas Education Code TEC, §22.0835, candidates must undergo a criminal history background check prior to student teaching; pursuant to the TEC, §22.083, candidates must undergo a criminal history background check prior to employment as an educator. A candidate may be ineligible for issuance of a certificate on completion of the EPP if an individual has been convicted of an offense.
A person who is enrolled or planning to enroll in an educator preparation program or planning to take a certification examination may request a preliminary criminal history evaluation letter regarding the person's potential ineligibility for certification due to a conviction or deferred adjudication for a felony or misdemeanor offense.
Effective August 1, 2015, MorphoTrust, the Texas Department of Public Safety fingerprinting vendor, can no longer utilize P-numbers in place of social security numbers for completion of the fingerprinting process. As a result, candidates attempting to be fingerprinted using a non-valid 9-digit social security number will not be allowed to complete the fingerprinting process, which is required for the background check necessary for teacher certification in Texas.
Non-certification Pathways
The Bachelor of Science in Education also offers two concentrations for students who are interested in a career in the field of education outside of the realm of state public school teaching. Students interested in working in organizations involving education or child-advocacy, early childhood learning or childcare, early childhood intervention, or Head Start should consider a concentration in:
Early Childhood Care and Education
This program is offered both on campus, and 100% fully online through UTEP Connect.
The Bachelor of Science in Education- Early Childhood Care and Education (ECCE) program prepares educators to serve young children birth to five years of age [0-5] in diverse, bilingual settings outside of state public schooling. Emphasis in this program is on the care and education of young dual language and English language learners. This is a non-licensure concentration for students seeking professional preparation for working with infants, toddlers and preschool-aged children, in settings such as private and public childcare, early intervention, community and child-welfare programs, and Head Start.
The BS in Education-ECCE does not lead to Texas teacher certification. However, graduates of this degree may earn Texas teacher certification by later being admitted and completing program and state testing requirements under the College of Education Alternative Certification Program (ACP). the ACP has pathways both with and without a master's degree that graduates from the BS in Education-ECCE may choose from.
To earn the BS in Education-ECCE degree, students must complete The University Core Curriculum, College of Education Required Coursework and selected elective courses.
This concentration requires that students complete:
- the University Core Curriculum,
- required College of Education Courses, (60 SCH) and
- 18 SCH of open electives.
All College of Education Required Coursework require a combined minimum grade point of 3.0. A total cumulative grade point of 2.75 or higher is required for this degree program.
Some of the courses in this concentration require a field-based experience component, which may include students participating in school district or local childcare activities in their local area. School districts or childcare centers may require participants to pass background checks prior to being allowed on-site for such activities. Students seeking this concentration may choose to meet with a Center for Student Success (CSS) program advisor (on-campus format) or UTEP Connect program advisor (100% fully online) to further discuss courses with field-based experience components and possible background check requirements.
Required Credits: 120
- Complete and pass the THEA or TSI within the first two semesters.
- Plan on taking at least 15 SCH in Fall/Spring semesters and 3 to 6 SCH during Summer terms.
- Aim for a 3.0 GPA or higher; maintain a minimum 2.75 cumulative GPA.
Degree Plan
| Code | Title | Hours |
|---|---|---|
| Concentration in Early Childhood Care & Education | ||
| Required Credits: 120 | ||
| University Core Curriculum | ||
| Complete the University Core Curriculum requirements. | 42 | |
| College of Education Required Coursework (60 SCH) | ||
| Required: | ||
| BED 3344 | Parent & Community Adv in BED | 3 |
| BED 4340 | Principles of Bilingual/ESL Ed | 3 |
| BED 4345 | Biliteracy Dev and Assessment | 3 |
| or ECED 4335 | Lang & Lit in the Early Years | |
| ECED 2300 | EC Profession & Programming | 3 |
| ECED 2310 | Infant Care and Education | 3 |
| ECED 2320 | Toddler Care and Education | 3 |
| ECED 3300 | Child Dev Appl to EC Practice | 3 |
| ECED 3305 | Approaches to EC Care & Ed | 3 |
| ECED 3310 | The Arts in the Early Years | 3 |
| ECED 3345 | Design Learn Env EC Care & Ed | 3 |
| ECED 3360 | Observ & Assess Young Child | 3 |
| ECED 3380 | STEAM Learning in Early Years | 3 |
| ECED 4300 | Responsive Class Management | 3 |
| ECED 4320 | Early Exper & Devel Brain | 3 |
| ECED 4357 | Play & Learn in the Early Yrs | 3 |
| ECED 4367 | Manage & Lead EC Care & Ed | 3 |
| RED 3315 | Foundations of Lit and Learn | 3 |
| SPED 3310 | Intro to Inclusive Spec Ed | 3 |
| SPED 4350 | Workshop in Special Education (Collab in Early Intervention) | 3 |
| SPED 4350 | Workshop in Special Education (Behav Interven YG CHild) | 3 |
| All College of Education Coursework require a combined minimum grade point of 3.0 | ||
| Electives | ||
| Students work with their advisor to select 6 Elective Courses (18 SCH Total) from the list below) | 18 | |
| Teaching SS in Bil Elem Class | ||
| Teaching Sci in Bil Elem Clsrm | ||
| Teaching Academic English | ||
| La Chicana | ||
| Improvisation | ||
| World Dance | ||
| Intro to Child & Ad Devel | ||
| Teach Social Studies Elem Clas | ||
| Teaching Sci in Element Class | ||
| Children's Literature | ||
| Writing Processes of Children | ||
| Community Health | ||
| Health Ed Elem Schl Teach Lab | ||
| P.E. for the Classroom Teacher | ||
| Number Concepts | ||
| Geometry & Measurement | ||
| Proportion and Algebra | ||
| Philosophy of Education | ||
| Physical Science I | ||
| Physical Science II | ||
| Introduction to Sociology | ||
| Soci of Marriage and Family | ||
| Cultural Diversity | ||
| Social Inequality | ||
| Language/Power on the Border | ||
| Family Violence | ||
| Pedagogical Issues in Spanish | ||
| Literacy Instruction for SWDs | ||
| Tchg Students with Hi Inc Dis | ||
| Tchg Students with Lo Inc Dis | ||
| Gender & Popular Culture | ||
| Chicano Studies: Societal Issu | ||
| Total Hours | 120 | |
University Core Curriculum (A program may recommend specific courses. All courses require a C or better.)
I. Communication (six hours)
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on developing ideas and expressing them clearly, considering the effect of the message, fostering understanding, and building the skills needed to communicate persuasively. Courses involve the command of oral, aural, written, and visual literacy skills that enable people to exchange messages appropriate to the subject, occasion, and audience. Course objectives for this component are: Critical Thinking Skills, Communication Skills, Teamwork, and Personal Responsibility. | ||
| Select six hours of the following: | 6 | |
| For students whose secondary education was in English: | ||
| Written and Oral Communication | ||
| Writing About Literature | ||
| Rhetoric & Composition I | ||
| Rhetoric & Composition 2 | ||
| Rhetoric, Composition & Comm | ||
| For students whose secondary education was not in English: | ||
| Expos Engl Compos-Spkr Esl | ||
| Res & Crit Writng Spkr Esl | ||
| TOTAL HOURS | 6 | |
II. American History (six hours)
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on the consideration of past events and ideas relative to the United States, with the option of including Texas History for a portion of this component area. Courses involve the interaction among individuals, communities, states, the nation, and the world, considering how these interactions have contributed to the development of the United States and its global role. Course objectives for this component are: Critical Thinking Skills, Communication Skills, Social Responsibility, and Personal Responsibility. | ||
| HIST 1301 | History of U.S. to 1865 | 3 |
| HIST 1302 | History of U.S. Since 1865 | 3 |
| TOTAL HOURS | 6 | |
III. Language, Philosophy & Culture (three hours)
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures. Course objectives for this component are: Critical Thinking Skills, Communication Skills, Social Responsibility, and Personal Responsibility. | ||
| Select one of the following: | 3 | |
| Intro-African Amer Studies | ||
| Latina/o Presence in the U.S. | ||
| English Literature | ||
| English Literature | ||
| Intro to American Fiction | ||
| Intro to American Drama | ||
| Intro to American Poetry | ||
| Making of the "Other" Americas | ||
| World History to 1500 | ||
| World History Since 1500 | ||
| Introduction to Philosophy | ||
| Ethics | ||
| Introduct to Religious Studies | ||
| Seeing & Naming: Conversations | ||
| Introduction to Womens Studies | ||
| Global Feminisms | ||
| TOTAL HOURS | 3 | |
IV. Mathematics (three hours)
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on quantitative literacy in logic, patterns, and relationships. Courses involve the understanding of key mathematical concepts and the application of appropriate quantitative tools to everyday experience. Course objectives for this component are: Critical Thinking Skills, Communication Skills, and Empirical & Quantitative Skills. | ||
| Select one of the following: | 3 | |
| College Algebra | ||
| Trigonometry and Conics | ||
| Math in the Modern World | ||
| Math for Social Sciences I | ||
| Calculus I | ||
| Precalculus | ||
| Math for Social Sciences II | ||
| Statistical Literacy | ||
| Elementary Statistical Methods | ||
| TOTAL HOURS | 3 | |
V. Life & Physical Sciences (six hours)
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on describing, explaining, and predicting natural phenomena using the scientific method. Courses involve the understanding of interactions among natural phenomena and the implications of scientific principles on the physical world and on experiences. Course objectives for this component are: Critical Thinking Skills, Communication Skills, Empirical & Quantitative Skills, and Teamwork. | ||
| Select one of the following: | ||
| Astronomy Lab I | ||
| Elem Astronomy-Solar System | ||
| Elem Astr Stars & Galaxies | ||
| Introductory Biology Lab | ||
| Human Biology Laboratory | ||
| Topics in Study of Life I | ||
| Organismal Biology Laboratory | ||
| Introductory Biology | ||
| Human Biology | ||
| General Biology | ||
| Organismal Biology | ||
| Human Anat/Physio Lab I | ||
| Human Anat/Physio Lab II | ||
| Human Anat/Physiology I | ||
| Human Anat/Physiology II | ||
| Laboratory for CHEM 1305 | ||
| Laboratory for CHEM 1306 | ||
| Intro General Chemistry Lab | ||
| Intro Organic & Biochem Lab | ||
| General Chemistry | ||
| General Chemistry | ||
| Intro to General Chemistry | ||
| Intro Organic & Biochemistry | ||
| Environmental Sci. Lab | ||
| Non-major Lab for ESCI 1301 | ||
| Intro to Environmental Sci | ||
| Laboratory for GEOG 1306 | ||
| Physical Geography | ||
| Lab for GEOL 1313 | ||
| Lab for GEOL 1314 | ||
| Principles of Earth Sci - Lab | ||
| Laboratory for Geology 1212 | ||
| Principles of Earth Sciences | ||
| Principles of Earth Science | ||
| The Blue Planet | ||
| Natural Hazards | ||
| Intro to Physical Geology | ||
| Intro to Historical Geol | ||
| Fundamentals of Nutrition | ||
| Wellness Dynamics | ||
| Microorganisms and Disease | ||
| General Physics I | ||
| General Physics II | ||
| Laboratory for PHYS 2320 | ||
| Laboratory for PHYS 2321 | ||
| Introductory Mechanics | ||
| Introductory Electromagnetism | ||
| TOTAL HOURS | 6 | |
VI. Political Science (six hours)
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on consideration of the Constitution of the United States and the constitutions of the states, with special emphasis on that of Texas. Courses involve the analysis of governmental institutions, political behavior, civic engagement, and their political and philosophical foundations. Course objectives for this component are: Critical Thinking Skills, Communication Skills, Social Responsibility and Personal Responsibility. | ||
| Required Courses: | ||
| POLS 2310 | Introduction to Politics | 3 |
| POLS 2311 | American Gover & Politics | 3 |
| TOTAL HOURS | 6 | |
VII. Social & Behavioral Sciences (three hours)
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on the application of empirical and scientific methods that contribute to the understanding of what makes us human. Courses involve the exploration of behavior and interactions among individuals, groups, institutions, and events, examining their impact on the individual, society, and culture. Course objectives for this component are: Critical Thinking Skills, Communication Skills, Empirical & Quantitative Skills, and Social Responsibility. | ||
| Select one of the following: | 3 | |
| Intro-Phys Anth/Archeolog | ||
| Intro-Cultural Anthropology | ||
| Cultural Geography | ||
| Intro to Linguistics | ||
| Asian American Studies | ||
| Econ for Engrs & Scientists | ||
| Intro to Chicano Studies | ||
| Interpersonal Communication | ||
| Mass Media and Society | ||
| Principles of Macroeconomics | ||
| Principles of Microeconomics | ||
| Introduction to Ed Psychology | ||
| Action Research in Classrooms | ||
| Introduction to Linguistics | ||
| Cultural Geography | ||
| Leadership in Action | ||
| Introduction to Linguistics | ||
| Lang. Inside & Out: Sel Topics | ||
| Introduction to Psychology | ||
| Introduction to Sociology | ||
| Cultural Geography | ||
| TOTAL HOURS | 3 | |
VIII. Creative Arts
| Code | Title | Hours |
|---|---|---|
| Courses in this category focus on the appreciation and analysis of creative artifacts and works of the human imagination. Courses involve the synthesis and interpretation of artistic expression and enable critical, creative, and innovative communication about works of art. Course objectives for this component are: Critical Thinking Skills, Communication Skills, Teamwork, and Social Responsibility. | ||
| Select one of the following: | 3 | |
| Art Appreciation | ||
| History of Art I | ||
| History of Art II | ||
| Chicana/o Fine Arts Appreciat | ||
| Introduction to Dance | ||
| Intro-Art of Motion Pict. | ||
| Music Appreciation | ||
| Jazz to Rock | ||
| Music, Culture, and Society | ||
| Introduction to Theatre | ||
| TOTAL HOURS | 3 | |
IX. Component Area Option (six hours)
| Code | Title | Hours |
|---|---|---|
| a. A minimum of 3 SCH must meet the definition and corresponding Core Objectives specified in one of the foundational component areas. b. As an option for up to 3 semester credit hours of the Component Area Option, an institution may select course(s) that: (i) Meet(s) the definition specified for one or more of the foundational component areas; and (ii) Include(s) a minimum of three Core Objectives, including Critical Thinking Skills, Communication Skills, and one of the remaining Core Objectives of the institution's choice. | ||
| Intro to Global Business | ||
| COMM 1301 | Public Speaking | 3 |
| Business/Profession Comm | ||
| Intro-Computational Thinking | ||
| Computer Programming Sci/Engr | ||
| Eng Innovation and Leadership | ||
| Engineering Design Experience | ||
| Applied Engineering Analysis | ||
| Introduction to Leadership | ||
| Inquiry in Math & Science | ||
| Comm. Var. Across the Lifespan | ||
| Seminar/Critical Inquiry | ||
| TOTAL HOURS | 6 | |
4-Year Sample Plan
| Code | Title | Hours |
|---|---|---|
| BS IN EDUCATION | ||
| FRESHMAN | ||
| Fall | ||
| BIOL 1203 & BIOL 1103 | Introductory Biology and Introductory Biology Lab | 3 |
| MATH 2303 | Number Concepts | 3 |
| RWS 1301 | Rhetoric & Composition I | 3 |
| STAT 1380 | Statistical Literacy | 3 |
| UNIV 1301 | Seminar/Critical Inquiry | 3 |
| Spring | ||
| COMM 1301 | Public Speaking | 3 |
| HIST 1301 | History of U.S. to 1865 | 3 |
| PSCI 2303 | Physical Science I | 3 |
| RWS 1302 | Rhetoric & Composition 2 | 3 |
| Creative Arts Elective | 3 | |
| SOPHOMORE | ||
| Fall | ||
| GEOL 1313 & GEOL 1103 | Intro to Physical Geology and Lab for GEOL 1313 | 4 |
| HIST 1302 | History of U.S. Since 1865 | 3 |
| MATH 2304 | Geometry & Measurement | 3 |
| POLS 2310 | Introduction to Politics | 3 |
| PSCI 3304 | Physical Science II | 3 |
| Spring | ||
| ANTH 1310 | Cultural Geography | 3 |
| or GEOG 1310 | Cultural Geography | |
| or SOCI 1310 | Cultural Geography | |
| ENGL 3305 | Children's Literature | 3 |
| or ENGL 4354 | Writing Processes of Children | |
| HIST 2302 | World History Since 1500 | 3 |
| POLS 2311 | American Gover & Politics | 3 |
| JUNIOR | ||
| Fall | ||
| EDPC 2300 | Intro to Child & Ad Devel | 3 |
| KIN 4101 | P.E. for the Classroom Teacher | 1 |
| or HSCI 4101 | Health Ed Elem Schl Teach Lab | |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Spring | ||
| KIN 4101 | P.E. for the Classroom Teacher | 1 |
| or HSCI 4101 | Health Ed Elem Schl Teach Lab | |
| MATH 3305 | Proportion and Algebra | 3 |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| SENIOR | ||
| Fall | ||
| SPED 3310 | Intro to Inclusive Spec Ed | 3 |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Spring | ||
| Student Teaching Residency I | 3 | |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Concentration Course | 3 | |
| Fall | ||
| Student Teaching Residency II | 6 | |
| Concentration Course | 3 | |
| Total Hours | 120 | |