Major: Elementary Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 180.0 - 188.5
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.1202; 13.1311; 13.1316
Standard Occupational Classification (SOC) code: 25-2022
About the Program
Elementary school teachers instruct classes of children in several subjects. Often they work as part of a team with other teachers who are jointly responsible for a group of students in at least one subject.
The BS in Elementary Education uses university-wide resources to prepare fully qualified teachers at the primary education levels. Students in the School of Education participate in one six-month cooperative education (co-op) experience in a professional position related to their area of certification.
Primary teacher certification options include:
Students may acquire certification in more than one subject area.
The program requires that students 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 EDUC course throughout their time in the program. These requirements must be satisfied in order for Drexel to recommend the student for teacher certification upon graduation and/or be considered to have completed the program.
A benchmark to assist students in meeting the GPA and B grade requirements is the formal review of each student’s content and pedagogy coursework at the end of the sophomore year. Students who meet these requirements, as well as pass the Pre-Professional Skills Test (PPST Reading, PPST Writing, PPST Mathematics) of the ETS Praxis Exams according to Pennsylvania standards at that time, are officially accepted into Drexel’s Teacher Preparation Program. Students who do not meet the requirements work with their academic advisor to develop a plan of action to work toward meeting the requirements, continue in the program to work toward the BS degree without being recommended for a teaching certificate, or explore another major.
Students participate in classroom observations and limited direct teaching experiences as a component of many of their pedagogy courses beginning in their freshman year. Students have the option of the following teacher certification/concentration tracks within their major which determines their individual program of study:
Elementary Education, Pre-Kindergarten through Grade 4: Focused study to work with children in pre-kindergarten, kindergarten, and grades 1-4 across subject areas (ages 3-9). The competencies for this concentration include child development (birth through age 5), language development, early literacy and math foundations for preschool years, early intervention, integrating the arts for the developing child and family and community partnerships.
Elementary Education, Pre-Kindergarten through Grade 4 and Special Education: Focused study to work with children in pre-kindergarten, kindergarten, and grades 1-4 across subject areas (ages 3-9) within the competencies listed previously as well as working with students with disabilities in pre-kindergarten, kindergarten and grades 1-8 (ages 3-14). The special education competencies emphasize the Response to Intervention process, working with students at risk for and with/without disabilities, progress monitoring techniques, research-based instructional practices and interventions.
Elementary Education, Middle Level: Focused study to work with students in grades 4-6 across subjects and with students in grades 7-8 in two core academic subject(s) the teacher education candidate chooses to pursue:
- Middle School Mathematics & English
- Middle School Science & English
- Middle School Science & Math
In the senior year, students who are officially accepted into the Teacher Preparation Program and maintain the GPA and grade requirements, enroll and complete the 12-week, full-time, student-teaching experience in their primary area of certification. Students must receive a grade of at least B in (and if applicable) and in all pedagogy (EDUC) coursework, as well as maintain an overall 3.0 GPA to be recommended for teacher certification.
Students who were not officially accepted into the Teacher Preparation Program and/or do not maintain the GPA and grade requirements but who are working towards the BS degree without being recommended for teacher certification take other courses as assigned by the Teacher Education Program Director and/or academic advisor to fulfill needed credits for the degree in lieu of student teaching.
Students pursuing the appropriate majors in the College of Arts and Sciences may also complete the requirements for certification within their area of study. For more information, contact the Program Coordinator for the School of Education at 215-895-6770.
Additional information is available at the School of Education's web site.
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.
Jamie Callahan, EdD (George Washington University)
. Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational leadership, organizational culture, and communities of practice.
Holly Carpenter, PhD (Arizona State University)
. Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California)
. Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh)
. Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical 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.
D. Brent Edwards, PhD (University of Maryland)
. Assistant Clinical Professor. Global and international education
Salvatore V. Falletta, EdD (North Carolina State University)
. Associate 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.
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)
. Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky)
. Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (Pennsylvania State University)
. Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program
. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University)
. Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research
. 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.
Penny Hammrich, PhD (University of Minnesota) Associate Dean for Graduate Studies
. 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.
Elizabeth Haslam, PhD (University of Pennsylvania)
. Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
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.
Marlene Hilkowitz, M.Ed (Temple University)
. Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh)
. Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic 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 Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison)
. Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College)
. Assistant 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.
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)
. Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University)
. Associate 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)
. Associate 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
Kenneth Mawritz, PhD (University of Pittsburgh)
. Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology)
. Associate 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
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation
. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University)
. Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University)
. Associate 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.
Brian Smith, PhD (Northwestern University)
. Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
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) Dean, School of Education
. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania)
. Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University)
. Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University)
. Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University)
. Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis