Teacher Education: Computer 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)
Classification of Instructional Programs (CIP) code: 13.1316
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 a well-rounded program collaborating with the College of Computing and Informatics to prepare Computer Science teachers in the state of Pennsylvania.  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, CS, EDPO, EDUC, and ESTM 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.

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

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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

*

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.

Program Level Outcomes

• Make ethical, sound decisions based on the Pennsylvania Professional Code of Conduct.
• Demonstrate leadership in the classroom, school community, and profession that is focused on positive and innovative change.
• Seek ongoing professional growth and development in the field to improve practice.
• Demonstrate a growth mindset and take responsibility for student learning and academic growth.
• Partner with parents in the education of their children.
• Use culturally responsive pedagogy to create equitable learning experiences for all students.
• Use critical self-reflection to understand one’s own identity in the context of a classroom of diverse learners.
• Create an inclusive classroom environment with high expectations for all learners.
• Demonstrate the ability to self-reflect on his or her professional practice.
• Use data and classroom-based evidence to inform and improve professional practice.
• Demonstrate strong knowledge of science content, practices, and pedagogy in specific science related subject areas that meet PDE content requirements.
• Lessons, to demonstrate student growth and make appropriate modifications to the curriculum. Integrate tools of technology in teaching and learning in both the laboratory and classroom.
• Construct well-written, research-based, engaging lesson plans within the framework of the Next Generation Science Standards (NGSS).
• Create a safe, positive and productive learning environment that supports and facilitates learning for all students.
• Build a sense of community in a collaborative climate, based on developmentally appropriate pro- social skills, where students work collaboratively and have a shared sense of ownership.
• Demonstrate a thorough understanding of child and/or adolescent development and the learning sciences.
• Use differentiated instruction to meet the diverse learning needs of one’s students.
• Use developmentally informed teaching practices.

Education Faculty

Emeritus Faculty