Elementary Education: Middle Level Science and English
Major: Elementary Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 180.0
Co-op Options: One Co-op (Four years)
Classification of Instructional (CIP) code: 13.1202
Standard Occupational Classification (SOC) code: 25-2022
About the Concentration
This certification option within the BS in Elementary Education enables to teachers to work with students in grades 4-6 across subjects, and with students in grades 7-8 in the core academic subjects of science and English.
This program addresses the complexities of adolescent development, through discussion of theories. It explores the middle school environment, developmentally appropriate middle school programs, strategies for supporting students through the transition to middle school, and the impact of peer pressure on the middle school child.
In addition, this certification area provides: (1) training and methodology for teaching physical and life sciences (including using an inquiry-based model of learning, developing authentic assessments, drawing upon a variety of tools, creating and maintaining a safe laboratory) as well as other skills necessary to meet the needs of diverse learners in science education; (2) courses devoted to teaching age-appropriate reading skills, how to teach and assess writing effectively, as well as a specialized course in the genre of young adult fiction.
Additional Information
For more information about the program, visit the School of Education website.
Degree Requirements
| General Education/Content Requirements | ||
| ARTH 101 | History of Art I: Ancient to Medieval | 3.0 |
| BIO 161 | General Biology I | 3.0 |
| BIO 162 | General Biology II | 3.0 |
| CHEM 111 | General Chemistry I | 4.0 |
| CIVC 101 | Introduction to Civic Engagement | 1.0 |
| COM 111 | Principles of Communication | 3.0 |
| ECON 201 | Principles of Microeconomics | 4.0 |
| ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
| ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
| ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
| ENGL 304 | Young Adult Fiction | 3.0 |
| ENVS 260 | Environmental Science and Society | 3.0 |
| Select one of the following | 4.0 | |
| United States History to 1815 | ||
or HIST 202 | United States History, 1815-1900 | |
or HIST 203 | United States History since 1900 | |
| HIST 275 | History of Pennsylvania | 3.0 |
| LING 101 | Introduction to Linguistics | 3.0 |
| MATH 171 | Introduction to Analysis A | 3.0 |
| MATH 172 | Introduction to Analysis B | 3.0 |
| MATH 173 | Introduction to Analysis C | 3.0 |
| or MATH 107 | Probability and Statistics for Liberal Arts | |
| MUSC 130 | Introduction to Music | 3.0 |
| NFS 100 | Nutrition, Foods, and Health | 2.0 |
| NFS 101 | Introduction to Nutrition & Food | 1.0 |
| PHYS 151 | Applied Physics | 3.0 |
| PSY 101 | General Psychology I | 3.0 |
| PSY 320 [WI] | Educational Psychology | 3.0 |
| PSY 330 | Cognitive Psychology | 3.0 |
| SOC 335 | Sociology of Education | 3.0 |
| UNIV T101 | The Drexel Experience | 1.0 |
| Free electives | 25.0 | |
| Pedagogy Requirements | ||
| EDEX 142 | Special Education Foundations: Referral and Assessment | 3.0 |
| EDEX 344 | Inclusionary Practices for Exceptional Students | 3.0 |
| EDEX 346 | Literacy and Content Skill Development PreK-8 | 3.0 |
| 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 | 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 256 | Teaching Writing Grades 4-8 | 3.0 |
| EDUC 257 | Content Area Reading (Grades 4-8) | 3.0 |
| EDUC 284 | Teaching Life Science in the Middle School | 3.0 |
| EDUC 285 | Teaching Physical Science in the Middle School | 3.0 |
| EDUC 286 | Teaching Earth & Space Science for Middle School | 3.0 |
| EDUC 292 | Science Methods for Middle School | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 306 | Assessment of Young Children | 3.0 |
| EDUC 324 | Current Research in Curriculum & Instruction | 3.0 |
| EDUC 328 | Language Arts Processes 4-8 | 3.0 |
| EDUC 355 | Social Studies Teaching Methods | 3.0 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| MTED 418 | Mathematics Methods and Content | 3.0 |
| Student Teaching Experience | ||
| EDUC 410 [WI] | Student Teaching | 9.0 |
| Total Credits | 180.0 | |
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.
Middle Level Science and English: Plan of Study
4 YR UG Co-op Concentration
| Term 1 | Credits | |
|---|---|---|
| BIO 161 | General Biology I | 3.0 |
| EDUC 101 | Foundations in Education I: A Historical and Philosophical Perspective | 3.0 |
| EDUC 105 | Freshman Pedagogy Seminar | 1.0 |
| EDUC 123 | Adolescent Development | 3.0 |
| ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
| MATH 171 | Introduction to Analysis A | 3.0 |
| UNIV T101 | The Drexel Experience | 1.0 |
| Term Credits | 17.0 | |
| Term 2 | ||
| CIVC 101 | Introduction to Civic Engagement | 1.0 |
| COM 111 | Principles of Communication | 3.0 |
| EDUC 105 | Freshman Pedagogy Seminar | 1.0 |
| ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
| MATH 172 | Introduction to Analysis B | 3.0 |
| MUSC 130 | Introduction to Music | 3.0 |
| Term Credits | 14.0 | |
| Term 3 | ||
| EDEX 142 | Special Education Foundations: Referral and Assessment | 3.0 |
| EDUC 105 | Freshman Pedagogy Seminar | 1.0 |
| ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
| LING 101 | Introduction to Linguistics | 3.0 |
| MATH 173 or 107 | Introduction to Analysis C Probability and Statistics for Liberal Arts | 3.0 |
| Term Credits | 13.0 | |
| Term 4 | ||
| BIO 162 | General Biology II | 3.0 |
| EDEX 344 | Inclusionary Practices for Exceptional Students | 3.0 |
| EDUC 205 | Sophomore Pedagogy Seminar | 1.0 |
| EDUC 223 | Teaching the Middle School Child | 3.0 |
| HIST 275 | History of Pennsylvania | 3.0 |
| PSY 101 | General Psychology I | 3.0 |
| Term Credits | 16.0 | |
| Term 5 | ||
| EDUC 265 | Instructing English Language Learners | 3.0 |
| EDUC 284 | Teaching Life Science in the Middle School | 3.0 |
| EDUC 328 | Language Arts Processes 4-8 | 3.0 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| PHYS 151 | Applied Physics | 3.0 |
| Term Credits | 15.0 | |
| Term 6 | ||
| EDEX 346 | Literacy and Content Skill Development PreK-8 | 3.0 |
| EDUC 216 | Diversity and Today's Teacher | 3.0 |
| EDUC 257 | Content Area Reading (Grades 4-8) | 3.0 |
| ENGL 304 | Young Adult Fiction | 3.0 |
| Free Elective | 3.0 | |
| Term Credits | 15.0 | |
| Term 7 | ||
| CHEM 111 | General Chemistry I | 4.0 |
| EDLT 325 | Design for Learning with Digital Media | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 324 | Current Research in Curriculum & Instruction | 3.0 |
| PSY 320 [WI] | Educational Psychology | 3.0 |
| SOC 335 | Sociology of Education | 3.0 |
| Term Credits | 17.0 | |
| Term 8 | ||
| EDUC 256 | Teaching Writing Grades 4-8 | 3.0 |
| EDUC 306 | Assessment of Young Children | 3.0 |
| EDUC 355 | Social Studies Teaching Methods | 3.0 |
| ENVS 260 | Environmental Science and Society | 3.0 |
| MTED 418 | Mathematics Methods and Content | 3.0 |
| Term Credits | 15.0 | |
| Term 9 | ||
| EDLT 326 | Technology Applications for Learning | 3.0 |
| EDUC 286 | Teaching Earth & Space Science for Middle School | 3.0 |
| Free Electives | 7.0 | |
| Term Credits | 13.0 | |
| Term 10 | ||
| ECON 201 | Principles of Microeconomics | 4.0 |
| EDUC 292 | Science Methods for Middle School | 3.0 |
| PSY 330 | Cognitive Psychology | 3.0 |
| Free Elective | 6.0 | |
| Term Credits | 16.0 | |
| Term 11 | ||
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| EDUC 410 [WI] | Student Teaching | 9.0 |
| Free Elective | 3.0 | |
| Term Credits | 13.0 | |
| Term 12 | ||
| ARTH 101 | History of Art I: Ancient to Medieval | 3.0 |
| NFS 100 | Nutrition, Foods, and Health | 2.0 |
| NFS 101 | Introduction to Nutrition & Food | 1.0 |
| Select one of the following: | 4.0 | |
| United States History to 1815 | ||
| United States History, 1815-1900 | ||
| United States History since 1900 | ||
| Free Elective | 6.0 | |
| Term Credits | 16.0 | |
| Total Credit: 180.0 | ||
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.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical Professor. Leadership, supervision, and capacity development.
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.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
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
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
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, 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) 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
