Admissions : Undergraduate Degree Programs

Educational Psychology: Elementary and Secondary Education

The School of Professional Studies and the Education and Educational Psychology (E&EPY) Department are recognized by the Connecticut Department of Education as the principal units for the university with regard to teacher education preparation, serving to coordinate all the university’s teacher education degree and related programs.

  • Program type: Bachelor of Science
  • Minors / Options: Bachelor of Science in Elementary Education: Interdisciplinary Major
  • School: School of Professional Studies
  • Primary Location: Midtown campus
  • Program Information:

The mission of the department is to prepare candidates for careers in teaching. We believe in initiating and maintaining professional relationships with the broader educational community and are committed to the continuous support and development of cooperative projects and services with area schools and community agencies. We embrace the broader mission of WCSU to empower students to “… attain the highest standards of academic achievement,… personal development, and ethical conduct.”

  1. Demonstrate academic competence in their selected fields;
  2. Know the historical, social, economic, political, comparative and philosophical foundations of education;
  3. Understand the variety of patterns of human growth and development;
  4. Value and infuse cultural diversity;
  5. Demonstrate proficiency in and working knowledge of the Common Core State Standards that will establish what Connecticut’s public school students should know and be able to do as they progress through Grades K-12. The following links will guide secondary education majors to a clear understanding of the standards that shape the professional role of the Connecticut teacher:
    a) Connecticut Code of Professional Responsibilityopens PDF file  and
    b) 2014 Common Core of Teaching: Foundational Skills
  6. Demonstrate a spirit of inquiry, the use of critical thinking skills, and the habits of the reflective practitioner;
  7. Demonstrate the ability to incorporate appropriately the use of technology in instructional practices;
  8. Possess the knowledge and skills to successfully plan, implement, and evaluate classroom differentiated instruction to effectively maximize students’ learning potentials, including the use of instructional technology and literacy;
  9. Demonstrate comprehensive knowledge and skills for effectively assessing all school children’s learning in the classroom;
  10. Conduct themselves at all times in a professional and ethical manner as students, classroom teachers and as school leaders, and will embrace the professional values and commitments according to the Connecticut Code of Professional Responsibility;
  11. Possess classroom management skills that will assist students to take responsibility for their own behavior while maintaining a classroom that is conducive to learning;
  12. Continually improve their professional growth through the practice of inquiry and reflection as a classroom teacher and leader.