Teacher Education: Earth and Space Science
Major: Teacher Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 184
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.1205
Standard Occupational Classification (SOC) code: 25-2031
About the Concentration
Certification is for grades 7-12
This option within the BS in Teacher Education emphasizes interdisciplinary study involving coursework in biology, chemistry, geology, physics, and atmospheric science. Candidates may work with their academic advisor to satisfy teacher certification requirements for multiple areas, if desired.
The program requires that candidates have a B average (3.0 GPA) in content courses needed for teacher certification in addition to the grade of B or better in each EDEX, EDLT, EDUC, and MTED courses throughout their time in the program. These requirements must be satisfied in order for Drexel to recommend the candidates for teacher certification upon graduation and/or be considered to have completed the program.
Candidates pursuing the appropriate majors in the College of Arts and Sciences may also complete the requirements for certification within their area of study through our DragonsTeach certification pathway. For more information, contact the program coordinator for the School of Education at 215-895-6770.
Additional Information
For more information about the program, visit the School of Education website.
Degree Requirements
| General Education Requirements | ||
| CIVC 101 | Introduction to Civic Engagement | 1.0 |
| COOP 101 | Career Management and Professional Development | 1.0 |
| ECON 201 | Principles of Microeconomics | 4.0 |
| ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
| or ENGL 111 | English Composition I | |
| ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
| or ENGL 112 | English Composition II | |
| ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
| or ENGL 113 | English Composition III | |
| English elective course between 200-329 | 3.0 | |
| HIST 289 | History of Science: Enlightenment to Modernity | 4.0 |
| MATH 121 | Calculus I | 4.0 |
| MATH 122 | Calculus II | 4.0 |
| MATH 123 | Calculus III | 4.0 |
| PHIL 251 | Ethics | 3.0 |
| PSY 101 | General Psychology I | 3.0 |
| PSY 320 [WI] | Educational Psychology | 3.0 |
| UNIV T101 | The Drexel Experience | 1.0 |
| Science Requirements | ||
| BIO 131 & BIO 134 | Cells and Biomolecules and Cells and Biomolecules Lab | 5.0 |
| BIO 132 & BIO 135 | Genetics and Evolution and Genetics and Evolution Lab | 5.0 |
| BIO 133 & BIO 136 | Physiology and Ecology and Anatomy and Ecology Lab | 5.0 |
| CHEM 101 | General Chemistry I | 3.5 |
| CHEM 102 | General Chemistry II | 4.5 |
| ENVS 230 | General Ecology | 3.0 |
| ENVS 260 | Environmental Science and Society | 3.0 |
| ENVS 284 | Physiological and Population Ecology | 3.0 |
| ENVS 286 | Community and Ecosystem Ecology | 3.0 |
| GEO 101 | Physical Geology | 4.0 |
| GEO 102 | History of the Earth | 4.0 |
| GEO 207 | Introduction to Oceanography | 3.0 |
| PHEV 145 | Weather I: Climate and Global Change | 4.0 |
| PHEV 146 | Weather II: Analysis and Forecasting | 4.0 |
| PHYS 101 | Fundamentals of Physics I | 4.0 |
| PHYS 102 | Fundamentals of Physics II | 4.0 |
| PHYS 131 | Survey of the Universe | 3.0 |
| Pedagogy Requirements | ||
| EDEX 142 | Special Education Foundations: Referral and Assessment | 3.0 |
| EDEX 344 | Inclusionary Practices for Exceptional Students | 3.0 |
| EDEX 368 | Literacy and Content Skill Development PK-12 | 3.0 |
| or EDEX 366 | Literacy and Content Skill Development 7-12 | |
| EDLT 325 | Design for Learning with Digital Media | 3.0 |
| EDLT 326 | Technology Applications for Learning | 3.0 |
| EDUC 101 | Foundations in Education I: A Historical and Philosophical Perspective | 3.0 |
| EDUC 105 | Freshman Pedagogy Seminar (To be taken 3 times) | 3.0 |
| EDUC 113 | Organizational Structure of Secondary Schools | 3.0 |
| EDUC 123 | Adolescent Development | 3.0 |
| EDUC 205 | Sophomore Pedagogy Seminar | 1.0 |
| EDUC 216 | Diversity and Today's Teacher | 3.0 |
| EDUC 223 | Teaching the Middle School Child | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 308 | Creating a Positive Classroom Climate | 3.0 |
| EDUC 312 | Educational Policy, Law & Advocacy | 3.0 |
| EDUC 315 | Secondary Science Teaching Methods | 3.0 |
| EDUC 316 | Teaching in Urban Contexts | 3.0 |
| EDUC 322 | Evaluation of Instruction | 3.0 |
| EDUC 324 | Current Research in Curriculum & Instruction | 3.0 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| Student Teaching Experiences | ||
| EDUC 409 | Student Teaching Seminar I | 9.0 |
| EDUC 410 [WI] | Student Teaching | 9.0 |
| Total Credits | 184.0 | |
Writing-Intensive Course Requirements
In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.
A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List at the University Writing Program. Students scheduling their courses can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term.
Sample Plan of Study
4 year, 1 co-op
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| BIO 131 & BIO 134 | 5.0 | BIO 132 & BIO 135 | 5.0 | BIO 133 & BIO 136 | 5.0 | VACATION | |
| ENGL 101 or 111 | 3.0 | CIVC 101 | 1.0 | EDEX 142 | 3.0 | ||
| EDUC 101 | 3.0 | ENGL 102 | 3.0 | ENGL 103 or 113 | 3.0 | ||
| EDUC 105 | 1.0 | MATH 122 | 4.0 | EDUC 105 | 1.0 | ||
| MATH 121 | 4.0 | EDUC 105 | 1.0 | EDUC 123 | 3.0 | ||
| UNIV T101 | 1.0 | EDUC 113 | 3.0 | MATH 123 | 4.0 | ||
| 17 | 17 | 19 | 0 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| ENVS 284 | 3.0 | EDUC 216 | 3.0 | EDEX 366 or 368 | 3.0 | EDLT 325 | 3.0 |
| CHEM 101 | 3.5 | GEO 102 | 4.0 | EDUC 308 | 3.0 | EDUC 322 | 3.0 |
| EDUC 365 | 3.0 | ENVS 230 | 3.0 | EDUC 305 | 1.0 | ENGL 200 - ENGL 329 | 3.0 |
| EDEX 344 | 3.0 | ENVS 286 | 3.0 | HIST 289 | 4.0 | ECON 201 | 4.0 |
| EDUC 205 | 1.0 | GEO 207 | 3.0 | PSY 101 | 3.0 | ||
| EDUC 223 | 3.0 | ||||||
| COOP 101 | 1.0 | ||||||
| 17.5 | 13 | 14 | 16 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| COOP EXPERIENCE | COOP EXPERIENCE | EDLT 326 | 3.0 | EDUC 324 | 3.0 | ||
| EDUC 315 | 3.0 | EDUC 316 | 3.0 | EDUC 312 | 3.0 | ||
| PHYS 131 | 3.0 | PHIL 251 | 3.0 | ||||
| GEO 101 | 4.0 | ENVS 260 | 3.0 | ||||
| 3 | 0 | 13 | 12 | ||||
| Fourth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDUC 409 | 9.0 | EDUC 410 | 9.0 | EDUC 405 | 1.0 | ||
| PHYS 101 | 4.0 | PHYS 102 | 4.0 | PHEV 145 | 4.0 | ||
| PSY 320 | 3.0 | ||||||
| CHEM 102 | 4.5 | ||||||
| PHEV 146 | 4.0 | ||||||
| 13 | 13 | 16.5 | |||||
| Total Credits 184 | |||||||
4 year, no co-op
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| BIO 131 & BIO 134 | 5.0 | BIO 132 & BIO 135 | 5.0 | BIO 133 & BIO 136 | 5.0 | VACATION | |
| ENGL 101 or 111 | 3.0 | CIVC 101 | 1.0 | EDEX 142 | 3.0 | ||
| EDUC 101 | 3.0 | EDUC 105 | 1.0 | EDUC 105 | 1.0 | ||
| EDUC 105 | 1.0 | EDUC 113 | 3.0 | EDUC 123 | 3.0 | ||
| MATH 121 | 4.0 | ENGL 102 | 3.0 | ENGL 103 or 113 | 3.0 | ||
| UNIV T101 | 1.0 | MATH 122 | 4.0 | MATH 123 | 4.0 | ||
| 17 | 17 | 19 | 0 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| CHEM 101 | 3.5 | EDUC 216 | 3.0 | EDEX 366 or 368 | 3.0 | VACATION | |
| EDEX 344 | 3.0 | EDUC 322 | 3.0 | EDUC 308 | 3.0 | ||
| EDUC 205 | 1.0 | ENVS 230 | 3.0 | EDUC 305 | 1.0 | ||
| EDUC 223 | 3.0 | ENVS 286 | 3.0 | HIST 289 | 4.0 | ||
| EDUC 365 | 3.0 | GEO 102 | 4.0 | GEO 207 | 3.0 | ||
| ENVS 284 | 3.0 | ||||||
| 16.5 | 16 | 14 | 0 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| ECON 201 | 4.0 | EDLT 326 | 3.0 | EDUC 324 | 3.0 | VACATION | |
| EDUC 315 | 3.0 | EDUC 316 | 3.0 | EDUC 312 | 3.0 | ||
| EDLT 325 | 3.0 | PHYS 131 | 3.0 | ENVS 260 | 3.0 | ||
| ENGL 200 - ENGL 329 | 3.0 | GEO 101 | 4.0 | PHIL 251 | 3.0 | ||
| PSY 101 | 3.0 | ||||||
| 16 | 13 | 12 | 0 | ||||
| Fourth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDUC 409 | 9.0 | EDUC 410 | 9.0 | Free elective* | 1.0 | ||
| PHYS 101 | 4.0 | PHYS 102 | 4.0 | CHEM 102 | 4.5 | ||
| EDUC 405 | 1.0 | ||||||
| PSY 320 | 3.0 | ||||||
| PHEV 145 | 4.0 | ||||||
| PHEV 146 | 4.0 | ||||||
| 13 | 13 | 17.5 | |||||
| Total Credits 184 | |||||||
| * | Students not participating in co-op will not take COOP 101; 1 credit of Free Elective will be added in place of COOP 101. |
Education Faculty
Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
Eric Brewe, PhD (Arizona State University). Associate Professor. Physics Education Research, introductory course reform, network analysis in learning, neuromechanisms of learning.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Associate Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Founding Clinical Core Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
Salvatore V. Falletta, EdD (North Carolina State University). Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Alonzo M. Flowers, III, PhD (Texas A&M University). Associate Professor. Education issues including academic identity development of men of color in STEM education, diversity in teaching & learning, research methods/design, and college student development in higher education
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Associate Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky) Department Chair for Policy, Organization & Leadership. Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Dominic F. Gullo, PhD (Indiana University). Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
H. Bernard Hall, PhD (Temple University). Assistant Professor. Hip-hop Pedagogy , English Education, Urban Teacher Education.
Penny Hammrich, PhD (University of Minnesota) Dean. Distinguished University Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Deanna Hill, JD, PhD (University of Pittsburgh). Associate Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Senior Vice Provost for Faculty Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon) Associate Dean of Research. Associate Professor. Educational administration, leadership development, survey & instrument design.
Larry Keiser, PhD (Drexel University). Associate Clinical Professor. Education and corporate/business leaders’ creativity and entrepreneurial mindsets; creative school/work environments; neuroscience of creativity; everyday creativity for teachers and educators.
Kristine Kelly, PhD (University of Wisconsin, Madison). Associate Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Cameron Kiosoglous, PhD (Virginia Tech University) Program Director. Assistant Clinical Professor. Coached on the USRowing National Team staff since 2002, including the 2004, 2008, 2012, and 2016 Olympic Games; coaching development; measuring coaching quality; self-insight and reflective practices; coaching leadership; conference presenter; published author.
Valerie Klein, PhD (Amherst College). Associate Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Michael G. Kozak, Ed.D. (Rowan University). Assistant Clinical Professor. Leadership, STEAM, online and blended learning environments, systems thinking, experiential learning, K-12 education, and facilitating change
Amanda Lannie, PhD (Syracuse University). Assistant Clinical Professor. Applied behavior analysis and special education; School-based consultation; system-wide interventions as a mechanism for delivery supports to all students; Designing effective and efficient interventions for students with emotional/behavioral disorders.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Associate Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Joy Phillips, PhD (The University of Texas at Austin). Associate Clinical Professor. Visionary leadership in theory and practice, school reform as innovative problem-setting, thinking qualitatively about school reform. thinking about school reform by drawing, Educational Leadership Program Assessment.
Joyce Pittman, PhD (Iowa State University of Science and Technology). Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Joanne Sloand, EdD (Duquesne University) Department Chair for Teaching, Learning & Curriculum. Associate Clinical Professor. Special Education Leadership, Trauma-informed care, Parent engagement in special education service delivery.
Brian Smith, PhD (Northwestern University) Senior Associate Dean of Academic Affairs. Professor. Design of computer-based learning environments, computer science education, human-computer interaction, creativity and innovation; design sciences; informal/everyday learning.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis). Distinguished Professor. STEM education, urban education, educational assistance
Bridget Sweeney Blakely, PhD (Temple University). Assistant Clinical Professor. Consultation; Positive Behavior Interventions and Supports (PBIS); Response to Intervention (Rtl); Systems-level change; performance feedback
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Associate Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Clinical Professor. Cross-cultural, language and academic development, school reform, teacher preparation, teacher retention, teacher residencies in urban contexts.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University) Program Director, Applied Behavior Analysis and Special Education. Clinical Professor. Designing effective and efficient community-based interventions, Severe behavior disorders, Functional behavior assessment
Christopher G. Wright, PhD (Tufts University). Assistant Professor. Engineering and science education, Urban education, elementary teacher education.
Emeritus Faculty
Mary Jo Grdina, PhD (Case Western Reserve University). Clinical Professor. Undergraduate studies, science education, curriculum design.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor Emeritus. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
