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B.S. in Education

The Bachelor of Science in Education is an undergraduate major, which features courses that provide students with a comprehensive understanding of the foundations of our education system, research-based instructional practices, and strategies designed to enhance their ability to connect with both ELL and ESE student populations. The Bachelor of Science in Education provides students with the skills needed to thrive in the 21st century classroom and the flexibility required in order for them to simultaneously pursue focused coursework in an area of interest.

Tuition and Fees

Review the approximate annual cost of tuition, housing, studying part-time, and other options.

Tuition and Fees

Course Delivery

Coursework for this program is available at NSU’s Fort Lauderdale/Davie Campus and online subject to course availability.

The bachelor's program in Education comprises 120 credit hours. The program consists of a general education section and a core course section.

General Education Requirements (30 credits)

Students are required to complete 30 credit hours as part of the General Education Program.

Education Major Requirements


EDUC 2010 - Foundations of Education (3 credits)

Foundations of Education explores the historical, philosophical, and economic foundations of education that serve as the foundation for the development and evolution of the American public-school System. Through analysis of historical accounts of the competing paradigms of education, students will examine and critique dominant beliefs and practices in education in the development of their own philosophies of education and gain a deeper understanding of the social, political and cultural forces impacting teaching and learning in today’s schools.

ESOL 2903-Cross-Cultural Studies (3 credits)

This course will enable students to expand their knowledge of a multiplicity of cultural groups nationwide.This knowledge will allow them to identify culture-specific verbal and nonverbal communications and school behaviors resulting from cultural variations and their influence on student behavior/attitudes. The use of recent research findings and cross-cultural awareness will assist participants in maximizing student learning and in designing culturally-sensitive instructional materials while exhibiting appropriate teacher behaviors in cross-cultural school settings

EDUC 4010 - Foundations of Curriculum (3 credits)

This course examines the development of the American school curriculum, and its impact on both teachers and students within the K-12 setting. Beginning with the inception of formal curriculum to our current political debates driven by the standardization movement, students will explore and will be reflective of their own experiences within the American construct. Candidates will become familiar with various forms of curriculum and fundamentals of developing curriculum. This course provides candidates with the opportunity to evaluate these foundations with the goal of developing their self-reflective and critical philosophy on the curriculum that surrounds them.

ESOL 3340 - Survey of TESOL (3 credits)

This course will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles.

ESOL 4565 - Second Language Learning (3 credits)

Second Language Learning will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles.

EDUC 3350 - Survey of ESE (3 credits)

Foundations in exceptional student education in which historical perspectives, student characteristics, prevalence, incidence, etiology and medical aspects of exceptional learners are discussed. Techniques of prevention and intervention, from infancy through adulthood, are explored through classification processes, the continuum of services and the utilization of community services.

EDUC 3360 - Educational Psychology (3 credits)

Educational Psychology focuses on how to improve the teaching and learning process based on research in the field. Teacher candidates will gain knowledge of principles and theories that relate to human development, diversity, and motivation. Additionally, candidates will analyze teacher codes of ethics and solve ethical scenarios appropriately.

EDUC 3525 - Practices of Instruction (3 credits)

This course focuses on building knowledge of research-based instructional practices, lesson planning, and classroom management. Teacher-centered and student-centered pedagogical models of instruction will be examined. Candidates will learn methods for effective teaching and create a lesson that promotes student motivation, engagement, and achievement.

EDUC 3535 - Educational Assessment (3 credits)

Assessment of students for instructional planning purposes is stressed for students in the K-12 setting. Topics include formal and informal evaluation techniques. Emphasis will be placed on observation, screening, evaluations, interpretation and communication of evaluation results.

EDUC 4510 - Race,Society,and Ethics (3 credits)

Race, Society, and Ethics is a three credit, eight-week course where students (in teams) are “placed” in simulated school settings and required to recommend interventions relating to issues that arise relating to diversity and ethics.

SECE 4560 - Methods of Teaching Secondary Reading (3 credits)

This course addresses the significance of reading ability and study skills throughout the secondary school curriculum. The emphasis is on identifying sources of difficulties experienced by secondary school students in reading and learning from instructional materials.

See the entire program at a glance. The four-year plan of study will assist you in planning your future at NSU. It presents an overall idea of the order in which courses might be taken in a four-year plan during a student's college career. 



The academic program and curriculum requirements listed on this page are from the NSU Undergraduate Student Catalog. Students are bound by policies and curricula published in the catalog in effect the semester they enter the university, unless an agreement is made with appropriate NSU administration officials allowing them to abide by policies published in a later catalog.

Professional Licensure Disclosure/Notification Statement

Abraham S. Fischler College of Education and School of Criminal Justice

Degree Title







Bachelor of Science



Major: Education








All states and U.S. territories

Please be advised that in accordance with state and federal regulations, Nova Southeastern University (NSU) is required to provide the following information to prospective students considering enrollment in a degree program that customarily leads to professional licensure, as well as current students enrolled in these programs. 

*PROFESSIONAL LICENSURE STATEMENT:  At this time, we have not made a determination as to whether the Bachelor of Science degree in Education meets the educational requirements for professional licensure in other states or territories outside of Florida. Thus, while completion of your NSU program of study may assist in preparing you for your future professional endeavors, we currently have not made a determination as to whether the program leads to professional licensure in the states or territories other than Florida. 

The licensing boards in each state are responsible for establishing the requirements for licensure/certification for their state. Students who intend to return or move to any state other than Florida, or are enrolled in an online program and are physically located in a state other than Florida, need to review the professional licensure disclosures pertaining to their program and consult with the state professional licensing board.  The state professional licensing boards make the ultimate decision as to whether or not an individual will be eligible to sit for licensure based on the rules and regulations in place at the time the individual submits their application for licensure.

We encourage you to contact your applicable state licensing authority to familiarize yourself with the specific professional licensure requirements of your state. For licensing board contact information, please visit the State Department of Education Agencies webpage at

If you have trouble obtaining the information you need, or if you have any other questions, please contact Dr. Lisa Carbone at for assistance.

Updated as of 5/29/20

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