Teacher Education: Social Studies

Major: Teacher Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 184.0
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 is designed to prepare students to teach social studies using appropriate pedagogy strategies. Topics include  history, geography, civics, economics and psychology.

Additional Information

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


 

Degree Requirements 

General Education and Concentration Content Requirements
ANTH 101Introduction to Cultural Diversity3.0
ANTH 110Human Past: Anthropology and Prehistoric Archeology3.0
CIVC 101Introduction to Civic Engagement1.0
ECON 201Principles of Microeconomics4.0
ECON 202Principles of Macroeconomics4.0
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
ENGL 205 [WI] American Literature I3.0
Select two:8.0
Themes in World Civilization I
Themes in World Civilization II
Themes in World Civilization III
HIST 201United States History to 18154.0
HIST 202United States History, 1815-19004.0
HIST 203United States History since 19004.0
HIST 212Themes in African-American History4.0
HIST 224Women in American History4.0
HIST 275History of Pennsylvania3.0
MATH 181Mathematical Analysis I3.0
MATH 182Mathematical Analysis II3.0
MATH 183Mathematical Analysis III3.0
PSCI 110American Government I4.0
PSCI 140Introduction to Comparative Political Analysis4.0
PSCI 150International Politics4.0
PSCI 220Constitutional Law I4.0
PSCI 240Comparative Government4.0
PSCI 375Politics of Immigration4.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
SOC 101Introduction to Sociology3.0
SOC 210Race, Ethnicity and Social Inequality4.0
SOC 335Sociology of Education 4.0
UNIV T101The Drexel Experience1.0
Pedagogy Requirements
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDEX 244Inclusionary Practices for Exceptional Students3.0
EDEX 266 [WI] Literacy and Content Skill Development 7-123.0
EDGE 210Geography Education3.0
EDGE 211Geography Education: Teacher Laboratory1.5
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 105Freshman Pedagogy Seminar3.0
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 258Reading in the Content Areas3.0
EDUC 265Instructing English Language Learners3.0
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 325Multimedia in Instructional Design3.0
EDUC 356Secondary Social Studies Methods3.0
EDUC 405Senior Pedagogy Seminar1.0
Student Teaching Experience
EDUC 409Student Teaching Seminar I9.0
EDUC 410 [WI] Student Teaching9.0
Total Credits188.5

 

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 Center. 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. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.


Social Studies 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
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
HIST 161, 162,
or 163
Themes in World Civilization I
Themes in World Civilization II
Themes in World Civilization III
4.0
MATH 181Mathematical Analysis I3.0
PSY 101General Psychology I3.0
UNIV T101The Drexel Experience1.0
 Term Credits18.0
Term 2
HIST 162, 161,
or 163
Themes in World Civilization II
Themes in World Civilization I
Themes in World Civilization III
4.0
ANTH 101Introduction to Cultural Diversity3.0
CIVC 101Introduction to Civic Engagement1.0
EDUC 105Freshman Pedagogy Seminar1.0
EDUC 123Adolescent Development3.0
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
MATH 182Mathematical Analysis II3.0
 Term Credits18.0
Term 3
ANTH 110Human Past: Anthropology and Prehistoric Archeology3.0
COOP 101Career Management and Professional Development0.0
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDUC 105Freshman Pedagogy Seminar1.0
EDUC 113Organizational Structure of Secondary Schools3.0
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
MATH 183Mathematical Analysis III3.0
 Term Credits16.0
Term 4
EDEX 244Inclusionary Practices for Exceptional Students3.0
EDUC 205Sophomore Pedagogy Seminar1.0
EDUC 223Teaching the Middle School Child3.0
EDUC 265Instructing English Language Learners3.0
HIST 203United States History since 19004.0
 Term Credits14.0
Term 5
ENGL 205 [WI] American Literature I3.0
HIST 275History of Pennsylvania3.0
PSCI 110American Government I4.0
PSCI 140Introduction to Comparative Political Analysis4.0
SOC 210Race, Ethnicity and Social Inequality4.0
 Term Credits18.0
Term 6
ECON 201Principles of Microeconomics4.0
EDEX 266 [WI] Literacy and Content Skill Development 7-123.0
EDUC 258Reading in the Content Areas3.0
EDUC 324Current Research in Curriculum Instruction3.0
EDUC 356Secondary Social Studies Methods3.0
 Term Credits16.0
Term 7
EDUC 216Diversity and Today's Teacher3.0
EDUC 312Educational Policy, Law Advocacy3.0
EDUC 322Evaluation of Instruction3.0
HIST 201United States History to 18154.0
PSCI 240Comparative Government4.0
 Term Credits17.0
Term 8
EDGE 210Geography Education3.0
EDGE 211Geography Education: Teacher Laboratory1.5
EDUC 305 [WI] Junior Pedagogy Seminar1.0
PSCI 150International Politics4.0
SOC 101Introduction to Sociology3.0
SOC 335Sociology of Education 4.0
 Term Credits16.5
Term 9
HIST 202United States History, 1815-19004.0
PSCI 220Constitutional Law I4.0
PSCI 375Politics of Immigration4.0
PSY 320 [WI] Educational Psychology3.0
 Term Credits15.0
Term 10
EDUC 308Creating a Positive Classroom Climate3.0
EDUC 409Student Teaching Seminar I9.0
 Term Credits12.0
Term 11
EDUC 325Multimedia in Instructional Design3.0
EDUC 410 [WI] Student Teaching9.0
 Term Credits12.0
Term 12
EDUC 316Teaching in Urban Contexts 3.0
EDUC 405Senior Pedagogy Seminar1.0
ECON 202Principles of Macroeconomics4.0
HIST 212Themes in African-American History4.0
HIST 224Women in American History4.0
 Term Credits16.0
Total Credit: 188.5

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.
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; 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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