Secondary Education Biology BS / Teaching, Learning and Curriculum (Advanced Track) MS
Major: Teacher Education, Secondary Biology; Teaching, Learning and Curriculum
Degree Awarded: Bachelor of Science (BS) and Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 234.0
Co-op Options: One Co-op
BS Classification of Instructional Programs (CIP) code: 13.1205
BS Standard Occupational Classification (SOC) code: 25-2031
MS Classification of Instructional Programs (CIP) code: 13.1399
MS Standard Occupational Classification (SOC) code: 11-9039
About the Program
The BS/MS in Teacher Education with Secondary Education and MS in Teaching Learning and Curriculum offers a flexible, innovative curriculum with a unique emphasis on creative problem solving and the application of the latest technologies to learning. This accelerated degree program allows candidates to pursue a BS in Education (Secondary/Biology) with Pennsylvania initial state teacher certification and continue for a fifth graduate year to complete the MS in Teaching Learning and Curriculum (Advanced Track).
The BS/MS in Teacher Education and Teaching Learning and Curriculum Advanced track prepares students academically and practically for careers in PK–12 teaching or other educational settings, including capabilities to:
- Demonstrate professional ethics and independent and creative academic best practices that exhibit outstanding leadership, organizational, cross cultural, inter-personal and advocacy skills including the ability to communicate effectively with internal and external groups.
- Understand the changing role of teachers in increasingly diverse societies
- Demonstrate a strong academic background in all subject areas that meet PDE requirements including literacy, language and STEM areas
- Demonstrate the ability to create and maintain a positive and democratic classroom climate for students
- Demonstrate a thorough understanding of child development in their ability to develop and implement learning opportunities that are unique to every child
- Develop creative academic leadership skills with a global perspective on current educational issues, knowledge of best pedagogical practices, tools to effectively integrate technology in curriculum, assessment and instruction, and a strong academic background in all subject areas that meet PDE content requirements.
- Develop competencies to become reflective practitioners who are lifelong learners, who base their practice on theory, research, and developmentally appropriate pedagogy by analyzing, implementing, and evaluating existing and new instructional strategies and practices in a variety of educational institutions/organizations.
- Demonstrate advanced teaching knowledge and skills well beyond that required for initial Pennsylvania certification
- Develop advanced skills to function in a variety of roles as instructors, instructional leaders or researchers in local, state, national and international organizations, foundations, associations, corporations and private educational institutions.
- Have in-depth knowledge of both public and private (non-profit and for-profit) institutions as well as small and large institutions.
The BS 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, and EDUC courses throughout their time in the program. These requirements must be satisfied for Drexel to recommend the candidates for teacher certification upon graduation and/or be considered to have completed the program. Clearances and field placement applications must be submitted before participating in coursework with classroom-based field components.
Additional Information
More information is available at the School of Education's website.
Admission Requirements
Same as BS in Elementary Education, BSMS application must be submitted during Sophomore year before 120 credits have been completed with cumulative 3.0 GPA to gain acceptance into BS/MS program. Continuation as a BS/MS student in Teaching Learning and Curriculum (Advanced Track) requires maintaining minimum term and cumulative 3.0 GPA.
Degree Requirements
Degree Requirements | ||
CIVC 101 | Introduction to Civic Engagement | 1.0 |
COOP 101 | Career Management and Professional Development * | 1.0 |
ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
or ENGL 111 | English Composition I | |
ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
or ENGL 112 | English Composition II | |
ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
or ENGL 113 | English Composition III | |
HIST 289 | History of Science: Enlightenment to Modernity | 4.0 |
MATH 121 | Calculus I | 4.0 |
MATH 122 | Calculus II | 4.0 |
MATH 123 | Calculus III | 4.0 |
PHIL 251 | Ethics | 3.0 |
PSY 101 | General Psychology I | 3.0 |
PSY 320 [WI] | Educational Psychology | 3.0 |
UNIV T101 | The Drexel Experience | 1.0 |
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 |
BIO 201 | Human Physiology I | 4.0 |
BIO 214 | Principles of Cell Biology | 4.0 |
BIO 215 | Techniques in Cell Biology | 3.0 |
BIO 218 | Principles of Molecular Biology | 4.0 |
BIO 219 [WI] | Techniques in Molecular Biology | 3.0 |
BIO 228 | Evolutionary Biology & Human Health | 3.0 |
BIO 306 | Biochemistry Laboratory | 2.0 |
BIO 373 | Developmental Biology | 3.0 |
BIO 374 | Developmental Biology Lab | 2.0 |
BIO 404 | Structure and Function of Biomolecules | 4.0 |
CHEM 101 | General Chemistry I | 3.5 |
CHEM 102 | General Chemistry II | 4.5 |
CHEM 241 | Organic Chemistry I | 4.0 |
CHEM 242 | Organic Chemistry II | 4.0 |
CHEM 244 | Organic Chemistry Laboratory I | 3.0 |
CHEM 245 | Organic Chemistry Laboratory II | 3.0 |
ENVS 230 | General Ecology | 3.0 |
ENVS 284 | Physiological and Population Ecology | 3.0 |
PHYS 152 | Introductory Physics I | 4.0 |
PHYS 153 | Introductory Physics II | 4.0 |
Pedagogy Requirements | ||
EDEX 142 | Special Education Foundations: Referral and Assessment | 3.0 |
EDEX 344 | Inclusive Practices | 3.0 |
EDEX 368 [WI] | Literacy and Content Skill Development PK-12 | 3.0 |
EDLT 325 | Design for Learning with Digital Media | 3.0 |
EDLT 326 | Technology Applications for Learning | 3.0 |
EDPO 312 | Educational Policy, Law & Advocacy | 3.0 |
EDUC 101 | Foundations in Education I: A Historical and Philosophical Perspective | 3.0 |
EDUC 106 | First Year Seminar: A Case of Schools and Cities | 1.0 |
EDUC 107 | First Year Seminar: Exploring Pedagogies | 1.0 |
EDUC 108 | First Year Seminar: Designing Learning Spaces | 1.0 |
EDUC 123 | Adolescent Development | 3.0 |
EDUC 205 | Sophomore Pedagogy Seminar | 1.0 |
EDUC 216 | Diversity and Today's Teacher | 3.0 |
EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
EDUC 308 | Creating a Positive Classroom Climate | 3.0 |
EDUC 315 | Secondary Science Teaching Methods | 3.0 |
EDUC 316 | Teaching in Urban Contexts | 3.0 |
EDUC 322 | Evaluation of Instruction | 3.0 |
EDUC 324 | Current Research in Curriculum & Instruction | 3.0 |
EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
EDUC 405 | Senior Pedagogy Seminar | 1.0 |
Student Teaching Experience | ||
EDUC 409 [WI] | Teaching Seminar I | 9.0 |
EDUC 410 [WI] | Student Teaching | 9.0 |
MS in TLC Core | 15.0 | |
Instructional and Curriculum Leadership (Take EDLS 550 if pursuing Reading Specialist Concentration) | ||
or EDLS 550 | Theories of Reading and Writing | |
Learning Engineering | ||
Current Research in Curriculum & Instruction (Take EDLS 575 if pursing Reading Specialist Concentration) | ||
or EDLS 575 | Responding to Children's and Young Adult Literature | |
Advanced Techniques in Instruction & Assessment | ||
Language & Culture in Education (Take EDLS 555 if pursing Reading Specialist Concentration) | ||
or EDLS 555 | Understanding Literacy through Sociocultural Perspectives | |
Policy, Law & Organization Courses (Choose 2) | 6.0 | |
Select two courses in Education Policy, Law & Organization. Reading Specialist Concentration students enroll in EDLS 570 and EDLS 650. | ||
School Law and Politics | ||
Evidence-Based Evaluation | ||
Literacy and Evaluation | ||
Designing a Literacy Program | ||
Education Policy: Concepts, Issues, and Applications | ||
MS in TLC Capstone Sequence | ||
EDU 780 | Capstone Research | 3.0 |
Student selects and enrolls in appropriate course work following one of the following capstone tracks: Practitioner or Thesis | ||
EDUP 780 | Practitioner Capstone Course I | 3.0 |
or EDUT 780 | Thesis Capstone Course I | |
EDUP 781 | Practitioner Capstone Course II | 3.0-4.5 |
or EDUT 781 | Thesis Capstone Course II | |
MS Professional or Concentration Elective ** | 15.0 | |
Candidates may select any combination of the following for 15.0 credits: EDUC, EDEX, EDGI, EDAM, EHRD, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, ENTP or ESTM (500-799 level), or candidates select a formal concentration. Formal concentration option include: | ||
Autism Spectrum Disorders | ||
Teaching Students with Autism Spectrum Disorder | ||
Characteristics & Methods: Autism | ||
Characteristics & Methods: High Functioning Autism | ||
Communication & Language Interventions: Autism Spectrum Disorders | ||
Behavior & Sensory Support: Autism Spectrum Disorders | ||
Human Resource Development | ||
Foundations of Human Resources Development | ||
Coaching and Mentoring for Sustainable Learning | ||
Organization Development and Change | ||
Strategic Human Resource Development | ||
Principles of Adult Learning | ||
Creativity and Innovation | ||
Foundations in Creativity | ||
Tools and Techniques in Creativity | ||
Creativity in the Workplace | ||
Research Methods and Assessment of Creative and Innovative Thinking | ||
Global Perspectives on Creativity | ||
Educational Policy | ||
Education Policy: Concepts, Issues, and Applications | ||
The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics | ||
American Educational Policy and U.S. Competitiveness | ||
Ethics in Educational Policy Making | ||
Access & Equity in Educational Policy Making | ||
Global & international Education | ||
Global, International & Comparative Education | ||
Culture, Society & Education in Comparative Perspective | ||
Globalization and Educational Change | ||
Education and National Development | ||
Analysis of Policy Issues in Global & International Education | ||
Higher Education | ||
Comparative Higher Education Systems | ||
Foundations of Higher Education and Governance | ||
Legal Issues & Ethics in Higher Education | ||
Critical Issues in Student Affairs | ||
Principles of Adult Learning | ||
Learning Technologies | ||
The Learning Sciences | ||
Learning Engineering | ||
Play & Learning in a Participatory Culture | ||
or EDLT 591 | Learning Analytics: Lenses on students, teaching, and curriculum enactment | |
Instructional Design Methods | ||
Teaching and Learning Issues in E-Learning | ||
Multisensory Reading Instruction Level 1 | ||
Applied Methods in Multisensory Reading Instruction | ||
Multisensory Reading Instruction | ||
Basic Word Study I | ||
Basic Word Study II | ||
Multisensory Practicum I | ||
Multisensory Practicum II | ||
Multisensory Practicum III | ||
Professional Elective (minimum 3.0 credits) *** | ||
Reading Specialist Certification | ||
Reading and Writing in the Content Areas (7-12) | ||
Constructing Meaning through Reading and Writing | ||
Applied Methods in Multisensory Reading Instruction | ||
Basic Word Study I | ||
Basic Word Study II | ||
Multisensory Practicum I | ||
Multisensory Practicum II | ||
Multisensory Practicum III | ||
Teaching English as a Second Language Certification | ||
Language Learning & Teaching | ||
Structure and Sound System of English | ||
Design and Assessment | ||
The Intercultural Learner | ||
Professional Elective (minimum 1.5 credits) † | ||
Social Emotional Behavioral Wellness | ||
Social Emotional Wellness and Evidence-Based Preventative School Practices | ||
Understanding Social Emotional Disorders | ||
Evidence-Based School Interventions and Trauma Informed Education/Care | ||
Collaboration and Community Based Practices to Promote Social Emotion Wellness | ||
Total Credits | 234.0-235.5 |
- *
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.
- **
Candidates may opt for a formal concentration or a Customized Concentration which may include coursework from other Drexel academic departments in consultation with an academic advisor. Sample customized concentrations might include:
- Educational Administration
- Evaluation & Assessment
- Instructional Design
- Instructional Technology
- Leadership in Educational Settings
- Learning in Game-Based Environments
- Special Education Law and Process
- Special Education Leadership
- Urban Education
- ***
Complete 3.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, ENTP or ESTM.
- †
Complete 1.5 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, ENTP or ESTM.
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+1, 1 co-op (Accelerated program completed in 5 years)*
Students complete undergraduate requirements in four years, then convert to graduate status in the fifth and final year.
First Year | |||||||
---|---|---|---|---|---|---|---|
Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
BIO 131 & BIO 134 | 5.0 | BIO 132 & BIO 135 | 5.0 | BIO 133 & BIO 136 | 5.0 | VACATION | |
EDUC 101 | 3.0 | CIVC 101 | 1.0 | EDEX 142 | 3.0 | ||
EDUC 106 | 1.0 | EDUC 107 | 1.0 | EDUC 108 | 1.0 | ||
ENGL 101 or 111 | 3.0 | ENGL 102 or 112 | 3.0 | EDUC 123 | 3.0 | ||
MATH 121 | 4.0 | MATH 122 | 4.0 | ENGL 103 or 113 | 3.0 | ||
UNIV T101 | 1.0 | MATH 123 | 4.0 | ||||
17 | 14 | 19 | 0 | ||||
Second Year | |||||||
Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
BIO 201 | 4.0 | BIO 215 | 3.0 | BIO 214 | 4.0 | BIO 218 | 4.0 |
CHEM 101 | 3.5 | CHEM 102 | 4.5 | CHEM 241 | 4.0 | CHEM 242 | 4.0 |
COOP 101** | 1.0 | EDUC 216 | 3.0 | EDEX 368 | 3.0 | EDLT 325 | 3.0 |
EDEX 344 | 3.0 | PSY 101 | 3.0 | EDUC 305 | 1.0 | EDUC 322 | 3.0 |
EDUC 205 | 1.0 | EDUC 308 | 3.0 | PHYS 153 | 4.0 | ||
EDUC 365 | 3.0 | PHYS 152 | 4.0 | ||||
15.5 | 13.5 | 19 | 18 | ||||
Third Year | |||||||
Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
COOP EXPERIENCE | COOP EXPERIENCE | BIO 219 | 3.0 | BIO 228 | 3.0 | ||
EDUC 315 | 3.0 | CHEM 244 | 3.0 | BIO 373 | 3.0 | BIO 306 | 2.0 |
BIO 374 | 2.0 | EDPO 312 | 3.0 | ||||
EDLT 326 | 3.0 | EDUC 324 | 3.0 | ||||
EDUC 316 | 3.0 | ENVS 230 | 3.0 | ||||
EDAM 714 | 3.0 | (GR) MS Elective | 3.0 | ||||
3 | 3 | 17 | 17 | ||||
Fourth Year | |||||||
Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
BIO 404 | 4.0 | EDUC 410 | 9.0 | CHEM 245 | 3.0 | Student classified as Graduate Student | |
EDUC 409 | 9.0 | ENVS 284 | 3.0 | EDUC 405 | 1.0 | EDPO 620 | 3.0 |
HIST 289 | 4.0 | EDUC 524 | 3.0 | ||||
PHIL 251 | 3.0 | EDUC 530 | 3.0 | ||||
PSY 320 | 3.0 | (GR) MS Elective | 3.0 | ||||
(GR) MS Elective | 3.0 | ||||||
13 | 12 | 17 | 12 | ||||
Fifth Year | |||||||
Fall | Credits | Winter | Credits | Spring | Credits | ||
EDAM 705 | 3.0 | EDLT 504 | 3.0 | EDUP 781 or EDUT 781 | 3.0-4.5 | ||
EDU 780 | 3.0 | EDUP 780 or EDUT 780 | 3.0 | (GR) MS Elective | 3.0 | ||
EDUC 609 | 3.0 | (GR) MS Elective | 3.0 | ||||
9 | 9 | 6-7.5 | |||||
Total Credits 234-235.5 |
- *
Students must receive Department permission to pursue the NCOP option. Students will work directly with their advisor to establish a unique plan of study.
- **
- 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.