Elementary Education: PK-4

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: 25-2021

About the Concentration

This certification option within the BS in Elementary Education enables teachers to work with children in pre-kindergarten, kindergarten, and grades 1 through 4 (ages 3-9) across subject areas. Required competencies are covered in areas such as child development, language development, early literacy and math foundations for preschool years, early intervention, integrating the arts for the developing child, and family and community partnerships.

Additional Information

For more information about the program, visit the School of Education website.

Degree Requirements

General Education/Content Requirements
BIO 100Applied Cells, Genetics & Physiology3.0
BIO 101Applied Biological Diversity, Ecology & Evolution3.0
CHEM 111General Chemistry I4.0
CIVC 101Introduction to Civic Engagement *1.0
COM 111Principles of Communication3.0
COOP 101Career Management and Professional Development0.0
ECON 201Principles of Microeconomics4.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
ENVS 260Environmental Science and Society3.0
HIST 275History of Pennsylvania3.0
MATH 181Mathematical Analysis I3.0
MATH 182Mathematical Analysis II3.0
MATH 183Mathematical Analysis III3.0
MUSC 130Introduction to Music3.0
NFS 100Nutrition, Foods, and Health2.0
NFS 101Introduction to Nutrition & Food1.0
PHYS 151Applied Physics3.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
PSY 330Cognitive Psychology3.0
SOC 335Sociology of Education3.0
UNIV T101The Drexel Experience *1.0
English (Literature) elective: Select course between ENGL 200 - ENGL 3603.0
Free electives14.0
Pedagogy Requirements
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDEX 244Inclusionary Practices for Exceptional Students3.0
EDEX 246 [WI] Literacy and Content Skill Development PreK-83.0
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 105Freshman Pedagogy Seminar3.0
EDUC 120Child Development I: Typical Development3.0
EDUC 121Child Development II: Atypical Development3.0
EDUC 205Sophomore Pedagogy Seminar1.0
EDUC 210Early Language Development3.0
EDUC 216Diversity and Today's Teacher3.0
EDUC 236Early Literacy I3.0
EDUC 305 [WI] Junior Pedagogy Seminar1.0
EDUC 306Assessment of Young Children 3.0
EDUC 308Creating a Positive Classroom Climate3.0
EDUC 312Educational Policy, Law & Advocacy3.0
EDUC 314Science Teaching Methods3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 325Multimedia in Instructional Design3.0
EDUC 326 [WI] Language Arts Processes3.0
EDUC 335Engaging the Learner3.0
EDUC 336Early Literacy II3.0
EDUC 338Expressive Arts for PK-43.0
EDUC 355Social Studies Teaching Methods3.0
EDUC 365Foundations in Instructing English Language Learners3.0
EDUC 405Senior Pedagogy Seminar1.0
EDUC 411Family and Community Partnerships3.0
MTED 417Mathematics Methods and Content: Early Childhood3.0
MTED 418Mathematics Methods and Content3.0
Student Teaching Experience
EDUC 409Student Teaching Seminar I9.0
EDUC 410 [WI] Student Teaching9.0
Total Credits180.0
*

 UNIV T101 and CIVC 101 are not required for Education transfer students, instead these 2 credits are replaced with free electives.


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.


Elementary PK-4 Concentration: Plan of Study

 

4 YR UG Co-op Concentration

Term 1Credits
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 105Freshman Pedagogy Seminar1.0
EDUC 120Child Development I: Typical Development3.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
MATH 181Mathematical Analysis I3.0
UNIV T101*The Drexel Experience1.0
 Term Credits14.0
Term 2
BIO 100
or 161
Applied Cells, Genetics & Physiology
General Biology I
3.0
CIVC 101*Introduction to Civic Engagement1.0
COM 111Principles of Communication3.0
EDUC 105Freshman Pedagogy Seminar1.0
EDUC 121Child Development II: Atypical Development3.0
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
MATH 182Mathematical Analysis II3.0
 Term Credits17.0
Term 3
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDUC 105Freshman Pedagogy Seminar1.0
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
MATH 183Mathematical Analysis III3.0
MUSC 130Introduction to Music3.0
PSY 101General Psychology I3.0
 Term Credits16.0
Term 4
CHEM 111General Chemistry I4.0
EDEX 244Inclusionary Practices for Exceptional Students3.0
EDUC 205Sophomore Pedagogy Seminar1.0
EDUC 308Creating a Positive Classroom Climate3.0
PSY 330Cognitive Psychology3.0
Free Elective2.0
 Term Credits16.0
Term 5
BIO 101
or 161
Applied Biological Diversity, Ecology & Evolution
General Biology I
3.0
COOP 101Career Management and Professional Development0.0
EDEX 246 [WI] Literacy and Content Skill Development PreK-83.0
EDUC 216Diversity and Today's Teacher3.0
EDUC 314Science Teaching Methods3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 335Engaging the Learner3.0
 Term Credits18.0
Term 6
EDUC 236Early Literacy I3.0
EDUC 326 [WI] Language Arts Processes3.0
EDUC 365Foundations in Instructing English Language Learners3.0
NFS 100Nutrition, Foods, and Health2.0
NFS 101Introduction to Nutrition & Food1.0
PSY 320 [WI] Educational Psychology3.0
 Term Credits15.0
Term 7
EDUC 210Early Language Development3.0
EDUC 306Assessment of Young Children 3.0
EDUC 312Educational Policy, Law & Advocacy3.0
EDUC 324Current Research in Curriculum & Instruction3.0
HIST 275History of Pennsylvania3.0
 Term Credits15.0
Term 8
MTED 417Mathematics Methods and Content: Early Childhood3.0
COOP 
 Term Credits3.0
Term 9
EDUC 336Early Literacy II3.0
COOP 
 Term Credits3.0
Term 10
ECON 201Principles of Microeconomics4.0
EDUC 305 [WI] Junior Pedagogy Seminar1.0
EDUC 411Family and Community Partnerships3.0
ENGL 200 [WI] Classical to Medieval Literature (through ENGL 395)3.0
PHYS 151Applied Physics3.0
 Term Credits14.0
Term 11
EDUC 325Multimedia in Instructional Design3.0
EDUC 355Social Studies Teaching Methods3.0
EDUC 338Expressive Arts for PK-43.0
MTED 418Mathematics Methods and Content3.0
Free Elective3.0
 Term Credits15.0
Term 12
EDUC 405Senior Pedagogy Seminar1.0
EDUC 409Student Teaching Seminar I9.0
 Term Credits10.0
Term 13
EDUC 410 [WI] Student Teaching9.0
SOC 335Sociology of Education3.0
 Term Credits12.0
Term 14
ENVS 260Environmental Science and Society3.0
Free Electives9.0
 Term Credits12.0
Total Credit: 180.0
*

UNIV T101 and CIVC 101 are not required for Education transfer students. These 2 credits are replaced with free electives.


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.
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.
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.
Alonzo Flowers III, PhD (Texas A&M University). Assistant Professor. Higher Education/Higher Education Administration.
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.
John M. Gould, PhD (University of Pittsburgh). Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University). Assistant Clinical Professor. K-3 virtual schooling, virtual school leadership, collaborative technologies, 21st century learning skills
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.
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
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 (University of Pennsylvania). 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). Assistant Professor. Educational administration. Contextually responsive leadership, leadership for social justice, leadership for learning, community school strategies.
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 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
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