Teacher Education: English

Major: Teacher Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 181.0
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 certification option within the BS in Teacher Education emphasizes coursework in areas such as literature and writing, young adult fiction, and techniques for effectively teaching reading and writing skills. 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
ARTH 101History of Western Art I: Ancient to Medieval3.0
CIVC 101Introduction to Civic Engagement1.0
COOP 101Career Management and Professional Development1.0
COM 230Techniques of Speaking3.0
ECON 201Principles of Microeconomics4.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
or ENGL 111 English Composition I
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
or ENGL 112 English Composition II
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
or ENGL 113 English Composition III
ENVS 260Environmental Science and Society3.0
Select one American History course:4.0
United States History to 1815
United States History, 1815-1900
United States History since 1900
INFO 101Introduction to Computing and Security Technology3.0
LING 101Introduction to Linguistics3.0
MATH 171Introduction to Analysis A3.0
MATH 172Introduction to Analysis B3.0
MATH 173Introduction to Analysis C3.0
or MATH 107 Probability and Statistics for Liberal Arts
MUSC 130Introduction to Music3.0
NFS 100Nutrition, Foods, and Health2.0
NFS 101Introduction to Nutrition & Food1.0
PHYS 131Survey of the Universe3.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
SOC 335Sociology of Education3.0
WRIT 225 [WI] Creative Writing3.0
WRIT 301 [WI] Writing Poetry3.0
UNIV T101The Drexel Experience1.0
Science Sequence8.0
Select one of the following:
General Chemistry I
General Chemistry II
or
General Physics I
General Physics II
English Requirements (option to minor in English)
ENGL 200 [WI] Classical to Medieval Literature3.0
ENGL 201Renaissance to the Enlightenment3.0
ENGL 204Post-Colonial Literature3.0
ENGL 205 [WI] American Literature I3.0
ENGL 206 [WI] American Literature II3.0
ENGL 211 [WI] British Literature I3.0
ENGL 212British Literature II3.0
ENGL 304Young Adult Fiction3.0
ENGL 325Topics in World Literature3.0
ENGL 335Mythology3.0
ENGL 355 [WI] Women and Literature3.0
Pedagogy Requirements
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDEX 344Inclusionary Practices for Exceptional Students3.0
EDEX 368Literacy and Content Skill Development PK-123.0
or EDEX 366 Literacy and Content Skill Development 7-12
EDLT 325Design for Learning with Digital Media3.0
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 105Freshman Pedagogy Seminar (To be taken 3 times)3.0
EDUC 113Organizational Structure of Secondary Schools3.0
EDUC 123Adolescent Development3.0
EDUC 205Sophomore Pedagogy Seminar1.0
EDUC 216Diversity and Today's Teacher3.0
EDUC 223Teaching the Middle School Child3.0
EDUC 305 [WI] Junior Pedagogy Seminar1.0
EDUC 308Creating a Positive Classroom Climate3.0
EDUC 312Educational Policy, Law & Advocacy3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 322Evaluation of Instruction3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 358English Teaching Methods 3.0
EDUC 365Foundations in Instructing English Language Learners3.0
EDUC 405Senior Pedagogy Seminar1.0
Student Teaching Experiences
EDUC 409Student Teaching Seminar I9.0
EDUC 410 [WI] Student Teaching9.0
Total Credits181.0

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
FallCreditsWinterCreditsSpringCreditsSummerCredits
CHEM 111 or PHYS 1034.0ARTH 1013.0EDEX 1423.0VACATION
EDUC 1013.0CHEM 112 or PHYS 1044.0EDUC 1051.0 
EDUC 1051.0CIVC 1011.0EDUC 1233.0 
ENGL 101 or 1113.0EDUC 1051.0ENGL 103 or 1133.0 
MATH 1713.0EDUC 1133.0MATH 1733.0 
PSY 1013.0ENGL 102 or 1123.0PHYS 1313.0 
UNIV T1011.0MATH 1723.0  
 18 18 16 0
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
COOP 1011.0EDUC 2163.0COM 2303.0ECON 2014.0
EDEX 3443.0ENGL 2013.0EDEX 366 or 3683.0EDLT 3253.0
ENGL 2003.0INFO 1013.0EDUC 3083.0EDUC 3223.0
EDUC 2051.0LING 1013.0EDUC 3051.0HIST 201, 202, or 2034.0
EDUC 2233.0NFS 100
NFS 101
3.0ENVS 2603.0 
EDUC 3653.0WRIT 3013.0  
WRIT 2253.0   
 17 18 13 14
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
COOP EXPERIENCECOOP EXPERIENCEEDUC 3163.0EDUC 3123.0
EDUC 3583.0ENGL 2113.0ENGL 3043.0EDUC 3243.0
  PSY 3203.0ENGL 2123.0
  SOC 3353.0ENGL 3353.0
 3 3 12 12
Fourth Year
FallCreditsWinterCreditsSpringCredits 
EDUC 4099.0EDUC 4109.0EDUC 4051.0 
ENGL 2043.0ENGL 3353.0ENGL 2053.0 
  ENGL 2063.0 
  ENGL 3253.0 
  MUSC 1303.0 
 12 12 13 
Total Credits 181

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.
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