Teacher Education: English

Major: Teacher Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Minimum Required Credits: 182.0
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.1305
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 emphasizes coursework in areas such as literature and writing, young adult fiction, and techniques for effectively teaching reading and writing skills. 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, and EDUC 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 advisor 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
ARTH 101History of Art I3.0
CIVC 101Introduction to Civic Engagement1.0
COOP 101Career Management and Professional Development *1.0
COM 230Techniques of Speaking3.0
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
ENVS 260Environmental Science and Society3.0
Select one American History course:4.0
United States History to 1815
United States History, 1815-1900
United States History since 1900
INFO 101Introduction to Computing and Security Technology3.0
LING 101Introduction to Linguistics3.0
MATH 101Introduction to Analysis I4.0
or MATH 171 Introduction to Analysis A
MATH 102Introduction to Analysis II4.0
or MATH 172 Introduction to Analysis B
MATH 107Probability and Statistics for Liberal Arts3.0
or MATH 173 Introduction to Analysis C
MUSC 130Introduction to Music3.0
NFS 100Nutrition, Foods, and Health2.0
NFS 101Introduction to Nutrition & Food1.0
PHYS 131Survey of the Universe3.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
SOC 335Sociology of Education3.0
WRIT 225 [WI] Creative Writing3.0
WRIT 301 [WI] Writing Poetry3.0
UNIV T101The Drexel Experience1.0
Science Sequence
Select one of the following:6.0-8.0
General Chemistry I
General Chemistry II
or
Electricity and Motion
Light and Sound
English Requirements (option to minor in English)
ENGL 200 [WI] Classical to Medieval Literature3.0
ENGL 201Renaissance to the Enlightenment3.0
ENGL 204Post-Colonial Literature3.0
ENGL 205 [WI] American Literature I3.0
ENGL 206 [WI] American Literature II3.0
ENGL 211 [WI] British Literature I3.0
ENGL 212British Literature II3.0
ENGL 304Young Adult Fiction3.0
ENGL 325Topics in World Literature3.0
ENGL 335Mythology3.0
ENGL 355 [WI] Women and Literature3.0
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
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 Spaces 1.0
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 316Teaching in Urban Contexts 3.0
EDUC 322Evaluation of Instruction3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 358English Teaching Methods 3.0
EDUC 365Foundations in Instructing English Language Learners3.0
EDUC 405Senior Pedagogy Seminar1.0
Student Teaching Experiences
EDUC 409 [WI] Teaching Practicum9.0
EDUC 410 [WI] Student Teaching9.0
Free Elective7.0
Total Credits182.0-184.0
*

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
CHEM 111 or PHYS 1703.0-4.0ARTH 1013.0EDEX 1423.0VACATION
EDUC 1013.0CHEM 112 or PHYS 1753.0-4.0EDUC 1081.0 
EDUC 1061.0CIVC 1011.0EDUC 1233.0 
ENGL 101 or 1113.0EDUC 1071.0ENGL 103 or 1133.0 
PSY 1013.0ENGL 1023.0MATH 107 or 1733.0 
MATH 101 or 1714.0MATH 102 or 1724.0PHYS 1313.0 
UNIV T1011.0   
 18-19 15-16 16 0
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
COOP 1011.0EDUC 2163.0COM 2303.0ECON 2014.0
EDEX 3443.0ENGL 2013.0EDEX 3683.0EDLT 3253.0
EDUC 2051.0INFO 1013.0EDUC 3051.0EDUC 3223.0
EDUC 3653.0LING 1013.0EDUC 3083.0HIST 201, 202, or 2034.0
ENGL 2003.0NFS 100
NFS 101
3.0ENVS 2603.0 
Free Elective3.0WRIT 3013.0  
WRIT 2253.0   
 17 18 13 14
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
COOP EXPERIENCECOOP EXPERIENCEEDUC 3163.0EDPO 3123.0
EDUC 3583.0ENGL 2113.0ENGL 3043.0EDUC 3243.0
  PSY 3203.0ENGL 2123.0
  SOC 3353.0ENGL 3353.0
 3 3 12 12
Fourth Year
FallCreditsWinterCreditsSpringCredits 
EDUC 4099.0EDUC 4109.0EDUC 4051.0 
ENGL 2043.0ENGL 3353.0ENGL 2053.0 
  ENGL 2063.0 
  ENGL 3253.0 
  MUSC 1303.0 
  Free Elective4.0 
 12 12 17 
Total Credits 182-184

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.