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Class Type100% online
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About Start Dates
Additional future start dates include:
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Start dates for individual programs may vary and are subject to change. Please request free information & speak with an admission advisor for the latest program start dates.
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Build the Knowledge to Facilitate Learning with a Bachelor’s in Education Studies
Gain the insight necessary to maximize student learning from PK to grade 12. By studying education and learning theory, you’ll understand how to create situations conducive to student success. Franklin University’s 100% online B.S. American Education Studies exposes you to learning theories and models that are prevalent in today’s PK-12 education settings.
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Balance earning your degree with other work-life commitments.
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Facilitate learning for children in a variety of settings.
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American Education Studies Program Overview
Impact learners at various stages and in a variety of learning environments
Whether you want to team teach at a childcare center, run your own classroom at a charter or private school or create a foundation for graduate-level studies in instructional design, the bachelor’s degree program in American education studies is a good fit for you.
You’ll learn to understand the learning challenges children and teens face and how to create strategies to overcome them. With inclusive practices woven throughout the program, you’ll gain insight on how to meet learners where they are in order to help them succeed.
Identify milestones in student development
You’ll examine human development across the lifespan to understand the biological, psychological, and social influences on development. As a result, you gain insight into prominent theoretical perspectives associated with development in childhood, adolescence, early adulthood, as well as mid- and late life.
Match instructional needs to students’ needs and progress
You’ll explore research and theory on the effectiveness of differentiated classrooms and examine the importance of differentiating instruction for today's diverse student population. You’ll learn to recognize the need to increase variety in teaching, learning and assessment to respond to individual student needs, as well as how to use strategies including assignment tiering, graphic organizers, critical thinking skills, reflection and assessment strategies customized for a mixed-ability classroom. You’ll begin to diagnose student needs and prescribe tasks that create better matches between learning needs and preferences and plan and implement methods appropriate for assessing individual learning needs in a performance-based curriculum.
Create an inclusive classroom culture and help students take ownership of their learning
As a student in Franklin’s American Education Studies major, you’ll create a variety of valid and reliable classroom assessments. You will also explore how to use data to influence classroom decisions, guide and improve teaching skills, and tailor instruction to individual learning needs. You’ll find the connection between constructive evaluation skills such as constructive feedback; helping students monitor their own progress; influencing students’ continuing motivation; and their perceptions of self-efficacy as learners and the positive effect on student learning.
Earn your bachelor’s in American education studies from a university built for busy adults
Whether you want to team teach at a childcare center, run your own classroom at a charter or private school or create a foundation for graduate-level studies in instructional design, the bachelor’s degree program in American education studies is a good fit for you.
You’ll learn to understand the learning challenges children and teens face and how to create strategies to overcome them. With inclusive practices woven throughout the program, you’ll gain insight on how to meet learners where they are in order to help them succeed.
Future Start Dates
Start dates for individual programs may vary and are subject to change. Please request free information & speak with an admission advisor for the latest program start dates.
Your Best Value B.S. American Education Studies
Choose Franklin's B.S. in American Education Studies and get a high-quality degree that fits your life and budget.
Keep the Credit You've Earned
Transfer up to 75% of required credits to finish faster and spend less.
Students must complete a minimum of 30 credit hours at Franklin University to be eligible for a degree.
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Source: Franklin University, Office of Career Development Student Satisfaction Survey (Summer 2023)
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American Education Studies Courses & Curriculum
In this course, students acquire the writing competencies necessary for completing analytical and argumentative papers supported by secondary research. A variety of assignments, beginning with personal reflections, build upon one another, as students develop ideas that respond to, critique, and synthesize the positions of others. Students systematize and organize knowledge in ways that will help them in all their courses. The course also emphasizes the elements of critical reading, effective writing style, appropriate grammar and mechanics, clarity of language, and logical and cohesive development. It culminates in submission of an extended, documented research paper.
This course introduces you to statistics with applications to various areas. The course covers both descriptive and inferential statistics. Topics included are: sampling techniques, data types, experiments; measures of central tendency, measures of dispersion, graphical displays of data, basic probability concepts, binomial and normal probability distributions, sampling distributions and Central Limit Theorem; confidence intervals, hypothesis tests of a mean, or a proportion for one or two populations, and linear regression.
Choose either MATH 140 Introduction to Quantitative Reasoning or MATH 150 Fundamental Algebra as the prerequisite to MATH 215. Course can count as a University Elective.
This course is a survey of the various fields of study comprising modern scientific psychology. We will examine the theories, research findings, and applications in each of the major areas of psychology, with the goal of providing students with practical information they can apply to their personal and professional lives. The topic areas covered in the course include learning and memory, motivation and emotion, human development, theories of personality, psychopathology, and social behavior.
2 credits from the following types of courses:
Choose from the Anthropology, Economics, Geography, History, Political Science, or Sociology disciplines.
6 credits from the following types of courses:
Two courses from the Science discipline. One course must have a lab component.
6 credits from the following types of courses:
Choose from the Art, English Literature, Fine Arts, Humanities, Music, Philosophy, Religion or Theater disciplines.
This course prepares students to be successful lifelong learners both academically and in their chosen careers. Franklin courses require a high level of self-directed learning and focus on the skills required in the workplace and the classroom that are easily transferrable between the two environments. The course includes strategies for time management, goal setting, reading comprehension, and advancing communication skills, including the use of electronic tools to participate in virtual environments.
This course prepares students to be successful lifelong learners both academically and in their chosen careers. Franklin courses require a high level of self-directed learning and focus on the skills required in the workplace and the classroom that are easily transferable between the two environments. The course includes strategies for advancing communication skills, including the use of electronic tools to participate in virtual environments. The assignments and activities in the course are created to closely simulate teamwork found in the workplace.
By using applied critical and creative thinking, students in this course will develop a set of communication skills that will enhance their personal and professional relationships and endeavors. This course will focus on skill development in key areas such as self, perception, listening, verbal messages, conversations, relationships, conflict management, persuasion, and presentation skills.
This basic public-speaking course intends to improve the student's ability to think critically and to communicate orally. Theory and practice are provided in various speaking situations. Each student is required to speak before an audience, but class work also involves reading, gathering and organizing information, writing, and listening.
4 credits from the following types of courses:
Any General Education course at the 100 or 200 level
A survey of human development across the lifespan examining the biological, psychological, and social influences on development. Prominent theoretical perspectives associated with development in childhood, adolescence, early adulthood, midlife, and late life will be included.
This course explores the profession of education and examines the state, federal, and institutional standards that guide the profession. Students will examine the psychological, sociological, and philosophical foundations of education as they relate to learning. Topics of discussion and analysis include the development of individual differences; atmosphere of respect; understanding students' needs grouping, education of minorities; how the teacher creates instructional opportunities that are equitable and adaptable to diverse learners; exploring the components of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
This course provides students the opportunity to develop an understanding of the philosophical, historical, and legal foundations of special education as well as an understanding of the characteristics of learners who have special needs; explore and define the concepts of special education in schools and society, and acquire knowledge about the legal and procedural aspects of special education and develop an understanding and respect for individual needs and diversity. Students relate multicultural issues, beliefs, and practices to the needs of the student with mild/moderate disabilities, explore crisis intervention/prevention models and strategies and examine conflict resolution. This course presents students with the opportunity to develop an understanding of the issues relating to developing and encouraging positive social interaction skills, issues relating to the diverse emotional needs of students with mild/moderate disabilities, and issues relating to student behavior.
This course will provide the opportunity for students to dig deeper into how students acquire and retain knowledge, as well as the factors that affect student learning and motivation. Students will learn the importance of teaching and designing lessons in consideration of the biological functions of the brain. The fundamentals of brain-based learning will be covered as well as how this knowledge can be applied to the classroom environment and instruction. The cause of academic deficits will be explored in light of executive functioning skills and students will learn interventions to address executive functioning difficulties in learners.
The course explores literature for the early and middle childhood aged student with an emphasis on standards for selection of materials with reference to the interests, needs, and abilities of children at the different levels within these ranges of ages. Attention is given to books and their uses in all subject matters. Special emphasis is placed on activities that will motivate early and middle childhood students to read. The goal of creating life-long readers is stressed.
This course provides students the opportunity to develop an understanding of the theories of cognition, intelligence, and learning, especially as it relates to identifying children with special needs. A developmental perspective will be utilized in the examination of the biological, social, psychological, and cultural influences on growth and change during childhood and adolescence. Students begin the process of relating the theories to instruction and assessment processes.
This course is required for prospective teachers seeking the Resident Educator Early Childhood License, the Resident Educator Middle Childhood License, and the Resident Educator Intervention Specialist License. The focus is the explicit, systematic teaching of phonics: the history, the evidence, and the individual components of this approach. Letter-sound relationships, blending, word building, decoding multisyllable words and fluency are established as effective, evidence-based methods of teaching decoding skills. Application is addressed through explanations, models, and resources provided within the text and additional supplemental resources available through a companion website access.
This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, or the Provisional Intervention Specialist License. The course examines the development of communication skills in early learners, from listening and speaking to reading and writing. It presents frameworks aligned with the science-based principles of early literacy development, encompassing components of Structured Literacy, incorporating evidence-based strategies that promote effective reading and writing instruction.
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License, the Resident Educator Adolescence to Young Adult License, or the Resident Educator Intervention Specialist License. The course explores the development from learning-to-read to using reading to learn. It investigates the role of vocabulary instruction, comprehension, study skills, and the writing process. It also addresses the assessment of textbooks, the reading process, and student motivation.
This course is designed to emphasize the connectivity of technology to the classroom and the general curriculum. Students will explore programs that will aid them in classroom management, data collection, student-produced work, creating instructional tools, and administration of classroom responsibilities. Students will develop products that can be used to support their teaching and the learning process of their students.
This course is intended for students seeking an American Education Studies Bachelor?s Degree. This course will provide students with the opportunity to explore research and theory on the effectiveness of differentiated classrooms; examine the importance of differentiating instruction for today's diverse student population; recognize the need to increase variety in teaching, learning, and assessment to respond to individual student needs; utilize strategies including assignment tiering, graphic organizers, critical thinking skills, reflection and assessment strategies customized for a mixed-ability classroom; diagnose student needs and prescribe tasks that create better matches between learning needs and preferences and plan and implement methods appropriate for assessing individual learning needs in a performance-based curriculum.
This course is required for prospective teachers seeking the Resident Educator License. The course examines all aspects of instructional planning and examines the common strategies teachers employ to conduct their lessons. It assumes students have a deep understanding of the content they will teach and an extensive understanding and appreciation of the students with whom they will work. The overriding purpose of the course resides in the transformation of content and behavioral objectives into sequences of instructional activities that make it accessible to students.
Presents an overview of classroom organization and management, and systematic behavior change techniques required for the effective teaching and enhanced students learning for all children in Pre-K through 12th grade. This course explores the social and emotional development of school-aged children, investigates the causes of children?s various behaviors, and prepares teacher candidates to support children in developing self-regulation skills needed to support learning and communicating with others. This course will also focus on classroom management practices necessary to build an effective classroom learning community that supports student learning. You will learn to establish and maintain collaborative partnerships that are sensitive to family composition, language, and culture with each student?s family to foster student learning and development in all settings and skills needed to establish relationships with and use resources of the students? communities to support student learning and development.
This course is required for prospective teachers seeking the Resident Elementary Education License. This course explores the history, philosophy, purposes, and societal needs for elementary education. Appropriate organization and curriculum for PK-5 will be discussed. Readiness for learning will be investigated.
This course is intended for students seeking an American Education Studies Bachelor?s Degree. This course introduces students to data-based instruction and individualization. Assessment techniques, the analysis of assessment results, and the uses of data are explored. Students will also explore how to use data to influence classroom decisions, guide and improve teaching skills, tailor instruction to individual learning needs, and support decisions regarding student?s inclusion or progress in tiered systems of support.
39 credits from the following types of courses:
Any undergraduate courses offered by the University except developmental education courses.
All students are required to pass College Writing (ENG 120), and either Basic Learning Strategies (PF 121) or Learning Strategies (PF 321) prior to enrolling in any course at the 200 level or above. Students who enroll at Franklin with 30 or fewer hours of transfer credit are required to pass PF 121 Basic Learning Strategies in place of PF 321 Learning Strategies. Interpersonal Communication (COMM 150) or Speech Communication (SPCH 100) must be taken prior to enrolling in any course at the 300 level or above. Students must also meet the University algebra competency requirement.
Academic Minors
Personalize your degree with a minor. Explore available minors, learn how minors can benefit you, and find out what requirements you must meet to earn a minor.
B.S. American Education Studies Program Details
2023 - 2024 Tuition | Cost Per Credit |
---|---|
Standard tuition | $398 |
B.S. in Nursing | $298 |
Current service members | $250 |
International students | $526 |
See How Franklin Compares
67% LESS IN TUITION
For students taking 31 credits per year, Franklin University’s undergraduate tuition for the 2023-2024 academic year is $12,338. According to Collegeboard.org, that's about 67% less than the national average private, nonprofit four-year college tuition of $38,070.
1. To be awarded an undergraduate degree, students must:
- Successfully complete all courses required in the major program, including:
- General Education
- Business or Professional Core
- Major Area and Elective Courses
- Technical transfer credit (for specific degree completion programs only)
2. Meet these grade point average (GPA) requirements:
- All students must attain a minimum Franklin University cumulative GPA of 2.00
- All students must attain a minimum GPA of 2.25 in the major area, and each major area course must be completed with a grade of “C” or better to count toward degree requirements
3. Complete the residency requirement
- Students seeking a bachelor’s degree must complete a minimum of 30 credit hours at Franklin University to be eligible for a degree. Students seeking an associate’s degree must earn 20 credit hours overall in residence at Franklin University to be eligible for a degree.
4. Complete the payment of all requisite tuition and fees
5. Not be under disciplinary dismissal due to academic dishonesty or a violation of the Student Code of Conduct
Program Chairs and Academic Advisors are available for consultation to provide information and guidance regarding the selection of courses, the accuracy of schedules, and the transfer process. However, students are responsible for understanding and meeting the degree requirements of their major program or degree and for planning schedules accordingly.
Overall Residency Requirements
Students seeking a bachelor’s degree must complete a minimum of 30 credit hours at Franklin University to be eligible for a degree. Students seeking an associate’s degree must earn 20 credit hours overall in residence at Franklin University to be eligible for a degree.
Course Level Requirements
A student must have 40 credit hours overall that are equivalent to 300/400 level Franklin University courses for a bachelor’s degree. A student must have a minimum of 12 credit hours of courses that are equivalent to 200 level or above for an associate’s degree.
Business Core Requirements
Majors that have Business Core requirements are Accounting, Applied Management, Business Administration, Business Economics, Business Forensics, Energy Management, Entrepreneurship, Financial Management, Financial Planning, Forensic Accounting, Human Resources Management, Information Systems Auditing, Logistics Management, Management & Leadership, Marketing, Operations & Supply Chain Management, and Risk Management & Insurance. The Business Core is the foundation of the related academic disciplines appropriate for a baccalaureate degree in business. The purpose of the Business Core is to provide students with a conceptual understanding of organizations, how the functional areas interrelate to achieve organizational goals, and how to apply professional decision-making competencies and technical skills in today’s environment. After completing the Business Core, graduates will be able to:
- analyze an organization’s accounting information in order to develop sound business decisions
- identify and apply valuation models relevant to an organization’s financial decisions
- identify the impact of forces influencing the major functional areas of business (e.g., ethical, legal, technological, economic, global and social)
- apply marketing activities to the delivery of goods and services in business-to-business and business-to-consumer markets
- apply interpersonal and resource management skills to enhance business success
Business Principles (BSAD 110) is a Business Core prerequisite. Transfer students with the equivalent of four business courses are not required to take Business Principles.
Major Area Requirements
A student must have 20 credit hours in the major area that are equivalent to 300/400 major level Franklin courses for a bachelor’s degree. A student must have 12 hours of major area courses that are equivalent to 200 level or above for an associate’s degree. A minimum 2.25 GPA is required in the major area for students enrolled in either the associate’s or bachelor’s degree programs, and each major course must be completed with a grade of “C” or better to count toward degree requirements.
Capstone Requirement
Every major has a capstone experience for which credit cannot be transferred into the University. This is a Franklin course designed to integrate and assess the learning outcomes specific to each major as a whole. This course should be taken as the last major course. If, given the academic scheduling process and the student’s projected graduation date, this is not possible, then the student should have Senior Standing (90 or more credit hours), plus the skill-based General Education courses (COMM, SPCH, WRIT, MATH, COMP), all business or professional core courses, and the capstone prerequisite courses.
Subsequent Degree Requirements
Students pursuing subsequent bachelor’s degrees must earn in residency at Franklin University a minimum of 30 credit hours at the 200 level or above, of which a minimum of 16 credit hours must be major area courses equivalent to 300/400 level courses.
Additional Degree Requirements
Students seeking an additional bachelor’s (or associate’s) degree must successfully complete a minimum of 30 credit hours (including the major requirements) beyond the first bachelor’s (or associate’s) degree. (See the “Subsequent Degree” section of the Academic Bulletin.)
Transfer Credit
Transfer credit and credit awarded on standardized exams, proficiency exams or portfolio credit awarded by another institution will not count toward the residency requirement at Franklin University. Credit awarded based on proficiency examination or portfolio evaluation conducted by Franklin University may apply as appropriate major area credit, but will not reduce the hours required toward the residency requirement.
A student who meets at least one of the following criteria is eligible for admission as a degree-seeking student:
- Has provided official documentation of graduation from an accredited high school or its equivalent (see Documentation Required below), or
- Has an associate, bachelor or master’s degree from an institutionally (formerly regionally) accredited institution of higher education, an institution recognized as a candidate for accreditation, or an institution recognized by the Council of Higher Education Accreditation
Documentation Required
- Documentation of high school graduation or equivalence - required for applicants who are transferring fewer than 60 semester hours that apply towards a Franklin degree.
- If the student has transferable hours of 60 credit hours or more from an institutionally (formerly regionally) accredited institution of higher education, then they will not have to provide a high school diploma or equivalence. Acceptable forms of documentation of high school graduation or high school equivalence for undergraduate admission must include one of the following:
- Official high school transcript listing the date of graduation
- Official GED certificate
- Official documentation of having passed a State High School Equivalency examination
- Official documentation of a home school completion certificate/transcript
- Official transcripts from all educational institutions (college, universities, professional schools, etc.) previously enrolled in, regardless if credit was earned.
A student classified as degree seeking will not be permitted to register for courses until all transcripts are received and placement tests completed (see specific requirements under “Placement Testing”).
Admission Process
Admission procedures should be started early to maximize scheduling options and financial planning. Learn more about the undergraduate admission process.
English Language Proficiency Requirements
Prospective students must demonstrate English Language Proficiency. The requirement is met through any of the following:
- The applicant is a citizen of a country where English is the official language.
- he applicant has received a bachelor’s degree (or higher) from an institution located in an English-speaking country in which the courses were taught in English.
- The applicant has earned appropriate scores on language proficiency exams taken within the last two years, as listed below.
Undergraduate face-to-face: Students must earn a minimum overall TOEFL score of 500 (paper-based), 60 (Internet-based), 5.5 IELTS, ACCUPLACER ESL 259, or Cambridge 160 with at least the following scores on each of the exam subsections. Prior to registration, students will be given a language placement exam to determine whether ESL studies are required.
TOEFL | IELTS | ACCUPLACER | Cambridge English Scale | |
Reading | 15/30 | 5.5 | 85 | 160 |
Writing | 15/30 | 5.5 | 4 | 160 |
Listening | 15/30 | 5.5 | 85 | 160 |
Speaking | 15/30 | 5.5 | n/a | 160 |
Sentence Meaning | n/a | n/a | 85 | n/a |
Global or Online International students must take Reading Comprehension and Writing placement exams.
Students must earn a minimum overall TOEFL score of 550 (paper-based) /79 (Internet-based), 6.5 IELTS, ACCUPLACER ESL® 105, or Cambridge 180 with at least the following scores on each of the exam subsections.
TOEFL | IELTS | ACCUPLACER | Cambridge English Scale | |
Reading | 20/30 | 6.5 | 00 | 180 |
Writing | 20/30 | 6.5 | 5 | 180 |
ACCUPLACER Assessments for Admission
- Prospective students may demonstrate English language proficiency through the ACCUPLACER ESL® examinations administered by Franklin University. The ACCUPLACER ESL® suite of examinations are internet-based, computer-adaptive assessments designed to properly assess students’ English language competencies.
- Testing fees and any related administrative or proctor fee will be assessed for the administration of the
- ACCUPLACER examinations. Students are also responsible for all fees incurred for retake examinations.
- Students who do not meet the minimum score requirements may retake the examination(s) once within a two-week period. Subsequent examination retakes will be considered after a three month waiting period. Passing scores will remain valid with Franklin University for a period of two years.
- All ACCUPLACER examinations must be administered by an approved proctor that meets specific criteria, as defined by our proctor expectations. An alternative to finding a proctor in your area is Virtual, an online proctoring service, approved by ACCUPLACER. For additional information, contact the Office of International Students and Programs.
A learning outcome map functions as a roadmap to help guide students' progress through their program of study. Click HERE to view the matrix.
Requirements for licensure vary from one profession to another and from state to state. If you are considering an online academic program that leads to a professional license in your state, it is highly recommended that you contact the appropriate licensing agency in your home state BEFORE beginning the academic program located outside your state. Academic programs and individual graduates must meet standards set by that state in order to be eligible for a license. Eligibility for licensure and/or certification may involve more than successful degree completion. If you are interested in professional licensure, please check with the appropriate licensing body in the state where you intend to practice.
For more information regarding whether this program leads to professional licensure, please visit Franklin University’s Professional Licensure Disclosure webpage.
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Instructional aides assist teachers by preparing materials, locating supplies and perform other classroom-related tasks to support instructional activities.
Charter School Teacher
Charter school teachers work with students to facilitate learning that aligns with the school’s mission.
Private School Teacher
Private school teachers provide general or specialized instruction to elementary, middle or high-school aged children.
Childcare Provider
Childcare providers support the well-being of young children and facilitate learning and development. Childcare providers may work independently or as part of a team.
Get College Credit for What You Already Know
The certificates and training listed below are relevant to this degree program. Search our database to view pre-evaluated credentials and see how a license, certification or professional training saves you time and money toward your degree.
B.S. American Education Studies Frequently Asked Questions
Congratulations on wanting to finish your degree. At Franklin, we make it easy and convenient for busy, working adults to complete their bachelor's degree program in just under four years. Want to complete your degree even faster? Thanks to our generous transfer credit program, you just might. Visit MyTransfer Credit to see how transfer credits may help you graduate sooner.
Franklin makes getting started easy and convenient. We offer three trimesters each year with plenty of start dates within each trimester. Your start date depends on whether you choose a full- or part-time schedule. Talk to your admissions advisor to select the start date that's best for you.
Franklin University offers a quality education at a competitive cost so you can afford to invest in your future. Our per credit hour tuition rates (vs. per year or per term rates) enable you to get a realistic estimate of exactly how much your degree will cost - especially once you've factored in transfer credit. Our 2023-2024 tuition rate is $398 per credit hour and with our tuition guarantee, you can lock-in your tuition rate from your first term through graduation. Ask our helpful staff about available financing options and financial aid programs. Visit MyTransfer Credit to see how transfer credits could help you save time and money.
The American Education Studies degree introduces you to learning theories and models used in PK-12 education as a foundation for an education career in a variety of settings.
With this in-demand American Education Studies degree, you’ll gain a broad understanding of learning theories and models used in PK-12 education settings that equips you for roles at childcare centers, as well as private and charter schools. The degree also provides a foundation for graduate study in instructional design or post-baccalaureate teacher licensure.
The American Education Studies program is one best suited for those that are interested in working in education roles that do not require a teaching license. These positions include childcare worker, private or charter school teacher or instructional aide. The degree is also a good fit if you plan to study instructional design at the graduate level or pursue a post-baccalaureate teacher licensure program.
Franklin’s American Education Studies program is unique because it is 100% online with multiple start dates each term, so you can get started when it works best for you and balance earning your degree around other commitments.
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