Teacher Education: Earth and Space Science

Major: Teacher Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Minimum Required Credits: 181.0
Co-op Options: One Co-op (Four years); No 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, EDPO, 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.

Clearances and field placement applications must be submitted before participating in coursework with classroom-based field components. 

Additional Information

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

Degree Requirements 

General Education Requirements
CIVC 101Introduction to Civic Engagement1.0
COOP 101Career Management and Professional Development *1.0
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
English elective course between 200-3293.0
HIST 289History of Science: Enlightenment to Modernity4.0
MATH 121Calculus I4.0
MATH 122Calculus II4.0
MATH 123Calculus III4.0
PHIL 251Ethics3.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
UNIV T101The Drexel Experience1.0
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 101General Chemistry I3.5
CHEM 102General Chemistry II4.5
ENVS 230General Ecology3.0
ENVS 260Environmental Science and Society3.0
ENVS 284Physiological and Population Ecology3.0
ENVS 286Community and Ecosystem Ecology3.0
GEO 101Physical Geology4.0
GEO 102History of the Earth4.0
GEO 207Introduction to Oceanography3.0
PHEV 145Weather I: Climate and Global Change4.0
PHEV 146Weather II: Analysis and Forecasting4.0
PHYS 101Fundamentals of Physics I4.0
PHYS 102Fundamentals of Physics II4.0
PHYS 131Survey of the Universe3.0
Pedagogy Requirements
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDEX 344Inclusive Practices3.0
EDEX 368 [WI] Literacy and Content Skill Development PK-123.0
EDLT 325Design for Learning with Digital Media3.0
EDLT 326Technology Applications for Learning3.0
EDPO 312Educational Policy, Law & Advocacy3.0
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 106First Year Seminar: A Case of Schools and Cities1.0
EDUC 107First Year Seminar: Exploring Pedagogies1.0
EDUC 108First Year Seminar: Designing Learning Spaces1.0
EDUC 123Adolescent Development3.0
EDUC 205Sophomore Pedagogy Seminar1.0
EDUC 216Diversity and Today's Teacher3.0
EDUC 305 [WI] Junior Pedagogy Seminar1.0
EDUC 308Creating a Positive Classroom Climate3.0
EDUC 315Secondary Science Teaching Methods3.0
EDUC 316Teaching in Urban Contexts3.0
EDUC 322Evaluation of Instruction3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 365Foundations in Instructing English Language Learners3.0
EDUC 405Senior Pedagogy Seminar1.0
Student Teaching Experiences
EDUC 409 [WI] Student Teaching Seminar I9.0
EDUC 410 [WI] Student Teaching9.0
Free Elective3.0
Total Credits181.0
*

Students not participating in co-op will take 1.0 additional credit of free elective instead of COOP 101.

Co-op cycles may vary. Students are assigned a co-op cycle (fall/winter, spring/summer, summer-only) based on their co-op program (4-year, 5-year) and major. 

COOP 101 registration is determined by the co-op cycle assigned and may be scheduled in a different term. Select students may be eligible to take COOP 001 in place of COOP 101.


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
BIO 131
BIO 134
5.0BIO 132
BIO 135
5.0BIO 133
BIO 136
5.0VACATION
ENGL 101 or 1113.0CIVC 1011.0EDEX 1423.0 
EDUC 1013.0EDUC 1071.0EDUC 1081.0 
EDUC 1061.0ENGL 1023.0EDUC 1233.0 
MATH 1214.0MATH 1224.0ENGL 103 or 1133.0 
UNIV T1011.0 MATH 1234.0 
 17 14 19 0
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
CHEM 1013.5EDUC 2163.0EDEX 3683.0ECON 2014.0
COOP 101*1.0ENVS 2303.0EDUC 3051.0EDLT 3253.0
EDEX 3443.0ENVS 2863.0EDUC 3083.0EDUC 3223.0
EDUC 2051.0GEO 1024.0GEO 2073.0PSY 1013.0
EDUC 3653.0 HIST 2894.0ENGL 200 - ENGL 3293.0
ENVS 2843.0   
Free Elective3.0   
 17.5 13 14 16
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
COOP EXPERIENCECOOP EXPERIENCEEDLT 3263.0EDPO 3123.0
EDUC 3153.0 EDUC 3163.0EDUC 3243.0
  GEO 1014.0ENVS 2603.0
  PHYS 1313.0PHIL 2513.0
 3 0 13 12
Fourth Year
FallCreditsWinterCreditsSpringCredits 
EDUC 4099.0EDUC 4109.0CHEM 1024.5 
PHYS 1014.0PHYS 1024.0EDUC 4051.0 
  PHEV 1454.0 
  PHEV 1464.0 
  PSY 3203.0 
 13 13 16.5 
Total Credits 181
*

Students not participating in co-op will take one additional credit of Free Elective instead of COOP 101.

Co-op cycles may vary. Students are assigned a co-op cycle (fall/winter, spring/summer, summer-only) based on their co-op program (4-year, 5-year) and major. 

COOP 101 registration is determined by the co-op cycle assigned and may be scheduled in a different term. Select students may be eligible to take COOP 001 in place of COOP 101.

4 year, no co-op

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
BIO 131
BIO 134
5.0BIO 132
BIO 135
5.0BIO 133
BIO 136
5.0VACATION
EDUC 1013.0CIVC 1011.0EDEX 1423.0 
EDUC 1061.0EDUC 1071.0EDUC 1081.0 
ENGL 101 or 1113.0ENGL 1023.0EDUC 1233.0 
MATH 1214.0MATH 1224.0ENGL 103 or 1133.0 
UNIV T1011.0 MATH 1234.0 
 17 14 19 0
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
CHEM 1013.5EDUC 2163.0EDEX 3683.0VACATION
EDEX 3443.0EDUC 3223.0EDUC 3051.0 
EDUC 2051.0ENVS 2303.0EDUC 3083.0 
EDUC 3653.0ENVS 2863.0GEO 2073.0 
ENVS 2843.0GEO 1024.0HIST 2894.0 
Free Elective3.0   
 16.5 16 14 0
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
ECON 2014.0EDLT 3263.0EDPO 3123.0VACATION
EDLT 3253.0EDUC 3163.0EDUC 3243.0 
EDUC 3153.0GEO 1014.0ENVS 2603.0 
PSY 1013.0PHYS 1313.0PHIL 2513.0 
ENGL 200 - ENGL 3293.0   
 16 13 12 0
Fourth Year
FallCreditsWinterCreditsSpringCredits 
EDUC 4099.0EDUC 4109.0CHEM 1024.5 
PHYS 1014.0PHYS 1024.0EDUC 4051.0 
  PHEV 1454.0 
  PHEV 1464.0 
  PSY 3203.0 
  Free elective*1.0 
 13 13 17.5 
Total Credits 181
*

Students not participating in co-op will not take COOP 101; 1.0 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 ). Associate 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.
Stephanie Smith Budhai, PhD (Drexel University). Associate Clinical Professor. Teacher and higher education, culturally responsive teaching, equity and social justice, online learning, community engagement and service-learning, family involvement and partnerships, and learning technologies.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh) Department Head, Global Studies and Modern Languages. Professor. Comparative and international education, education of ethnic and linguistic minorities, refugees, China studies.
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.
Aroutis N. Foster, PhD (Michigan State University) Associate Dean for Academic Affairs and Graduate Studies. Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
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.
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). Assistant Clinical Professor. Education and corporate/business leaders’ creativity and entrepreneurial mindsets; creative school/work environments; neuroscience of creativity; everyday creativity for teachers and educators.
Kristy 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.
Peggy Kong, PhD (Harvard University). Associate Clinical Professor. Comparative and international education, equity in education, family and community, Chinese education and society, sociology of education
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) Department Chair for Teaching, Learning & Curriculum. Associate 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.
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration.
Harriette Rasmussen, EdD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and change.
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.
Janet 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.
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
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.
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
Fredricka K. Reisman, PhD (Syracuse University) School of Education, Founder, Drexel School of Education. Professor Emerita. Director, Freddie Reisman Center for Translational Research in Creativity and Motivation, Creator and Former Director-Creativity and Innovation Programs, Co-Director- Drexel/Torrance Center for Creativity and Innovation, Drexel University Named Recognition- Freddie Reisman Faculty Scholarly and Creative Activity Awards
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