Graduate Certificate in Elementary Education
"Throughout the coursework, the question for me became: "How do I implement these practices? What should it look like in action?" Thankfully, each of the courses completed during this program focused on research-based instructional strategies that help support student learning."
"Being taught years ago in a procedure based way left me clueless to many of the “whys?” I am supposed to be having my students explore. This program has done what most people don’t have the opportunity to do!!!! That is have a “do over” in my own my learning to be able to present standards in a conceptual “doing math” way to my students!"
Looking at where the students are coming from and going to has enabled me to present the material at my grade level in a more effective manner. I feel more confident in my teaching of math this year than I have in the past. Being exposed to information about cognitively demanding tasks has caused me to examine the tasks I present and has benefited my students because they are now participating in more tasks that promote higher-level thinking. Learning about math talks and questioning has increased the productive conversation during my math lessons. I feel my lessons and class discussions focus more on the math and are more beneficial for my students.
"Digging deeper is one thing I can say the EMAoL program and the CCSS have in common. For this reason, the coursework of the EMAoL has increased my knowledge of the content. I have found that my ability to present “rich” lessons to my students is birthed out of my own depth of understanding of the standards I am teaching."
"Albert Einstein once said, “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” These courses have done just that. I could not be happier to have taken these courses, especially as teachers look to me now to help support them through this change to “deeper”, not broader, standards."
The following information is for students who have begun their coursework in 2014/2015 or earlier. Information for students beginning in 2015/2016 or later, click here.
Courses are offered to cohorts of at least 15 students. Each course is offered online in a blend of synchronous and asynchronous instruction. The synchronous classes are held online every other Wednesday from 5:00-7:45. The program of study consists of 18 semester hours:
You are almost finished with your Graduate Certificate in Elementary Mathematics Education! There are a number of important processes, however, that must take place in addition to successfully completing your course work. Within the first two weeks of the semester in which you intend to graduate, you should apply for graduation, using the form and instructions found below. Then there is a certificate graduation summary that must be completed – work on that with your faculty advisor and finish that by or before mid-semester. Finally, you will want to apply to have your license updated. Complete this paperwork near the end of the semester in which you are graduating. If you are also completing an MAEd you must complete a request to add the certificate to your MAEd before graduation.
Apply for Graduation
Complete the Graduate Summary
Go to Academic Policies and click on Graduation Process and Graduation Summary Form.
Process the Licensure Request
Go to Licensure, read the instructions, and download the appropriate forms. Alternately, we have the forms referenced below in the “Resources and Forms” section of the website. Be sure to note that forms could be out-of-date in the “Resources and Forms” section, although we try to stay current.
Dr. Katie Stein Schwartz email@example.com
Associate Professor, Department of Mathematics, Science, and Instructional Technology Education
East Carolina University, 325 Flanagan, Mail Stop 566, Greenville, NC 27858 Phone:252-737-2305