Contents
Additional Information
Pamela S. Nesselrodt, Associate Professor of Education, Director of Teacher Education, ChairSarah D. Bair, Assistant Professor of Education (On leave Fall 2008)Elizabeth C. Lewis, Assistant Professor of EducationLance Landauer, Visiting Assistant Professor of EducationWilliam G. Durden, President of the College, Part-time Professor of German and EducationRobert J. Massa, Vice President for Enrollment Management and College Relations, Part-time Professor of EducationOption I. For students seeking teacher certification. Students seeking certification in the areas for which Dickinson College is accredited by the Pennsylvania Department of Education will complete the coursework as listed below (Teacher Certification Program), along with the student teaching experience (EDUC 461-462), earning a total of 8 credits in the Education Department.
Option II. For students not seeking certification. Students not seeking certification will complete the same coursework, with the exception of EDUC 461-462. These students will instead complete a 1-credit internship, earning a total of 6 credits in the Education Department. Students not seeking certification may major in a wider range of disciplines and be prepared to work as educators in public history settings such as museums, libraries, foundations, and other institutions.
NOTE: Students are responsible for providing their own transportation for all field experiences, internships and student teaching.Upon completion of the Education Program, required PRAXIS series testing, and the baccalaureate degree, students are eligible for Pennsylvania's secondary school (grades 7-12) certification in their major areas. Pennsylvania has reciprocity agreements with 46 other states. The department offers a minor. Specific information about requirements and the program can be obtained from the Education Department, or visit the
Education Department web site.
First Year: Begin Major Field, Education 121
Second Year: 221; Application to the program
Third Year: 333 and 343
Fourth Year: Professional Semester
NOTE: Students going abroad during the junior year should apply to the program before their departure and take 333 and 343 during their fourth year.
The teacher education program consists of (1) foundational course work, (2) methods coursework and (3) the professional semester in teacher education. Certification programs include biology, chemistry, earth and space science, English, French, general science, German, Latin, mathematics, physics, Spanish, and social studies (requires a major in history, political science, economics or American Studies with coursework in the other areas). For additional information, visit the
Education Department web site.
Foundational CourseworkEDUC 121: Social Foundations of Education; EDUC 221: Educational Psychology.
Methods CourseworkEDUC 333: Models of Instruction for Diverse Learners; EDUC 343: Student Assessment.
Professional Semester CourseworkEDUC 452: Issues/Trends in Teaching English OR EDUC 453: Issues/Trends in Teaching Foreign Language OR EDUC 454: Issues/Trends in Teaching Social Studies OR EDUC 455: Issues/Trends in Teaching Science OR EDUC 456: Issues/Trends in Teaching Math; EDUC 458: Curriculum Design; EDUC 461-462: Student Teaching (two courses); EDUC 463: Seminar in Teaching (one-half course) OR INTR 708: Internship (one course).
The Benjamin Rush Chapter of the Student Pennsylvania State Education Association is an organization that all students interested in the education program should join upon admission to Dickinson College. Members of SPSEA can apply for membership in Kappa Delta Pi, an international education honor's organization, during the second semester of their sophomore year. Admission to Kappa Delta Pi will be based on academic grade point average and service to the education profession. Kappa Delta Pi members will have opportunity to apply for Dickinson College sponsored scholarships during their junior or senior years. Those scholarships will provide either full tuition for a ninth semester (one semester beyond graduation) or a stipend during their student teaching semester. In addition the college will provide a budget for speakers, conference attendance, and other professional activities for members of Kappa Delta Pi and SPSEA.
121 Social Foundations of Education A survey of the legal, philosophical, political, and sociological contexts of American education. Students examine the ideals and the day-to-day practices of our system through introduction to research on the following topics: competing definitions of an educated person, the university and the community college, the comprehensive high school, school politics at the local, state, and national levels, the Supreme Court and desegregation, reform movements, and the teaching profession and teachers' unions. The course includes a 20-hour field experience.
221 Educational Psychology An examination of physical, cognitive, and psychological developmental theories and research as well as theories of learning and their related current teaching practices in middle-school and secondary classrooms. Issues related to inclusion, exceptionalities, race, class, gender, and multiple intelligences are explored. The course includes a 20-hour field experience in an area middle or secondary school.
Prerequisite: 121.333 Models of Instruction for Diverse Learners An introduction to instructional planning and to current research-based trends in instructional methodology for a variety of content areas for both transescent and adolescent learners with a particular emphasis on meeting the needs of diverse learners. Primary activities of the course include determining intended learning outcomes, choosing appropriate instructional models, selecting effective instructional materials and technologies, and planning for implementation of lessons as well as critiquing the implementation of instructional models. The course requires a 15 clock hour field experience in an area middle or secondary school.
Prerequisites: 121, 221. Co-requisite: 343.343 Student Assessment An examination of student-involved classroom assessment issues and strategies ranging from the role of assessment to defining achievement targets to assessment alternatives. Communications related to assessment including classroom perspectives on standardized testing, report cards, student portfolios, and conferences are also addressed. An on-going project based on planning and developing various forms of assessment needed to determine student achievement of intended learning outcomes for a unit of instruction provides meaningful practice within the course framework.
Prerequisites: 121, 221. Co-requisite: 333.391 Topics in Education This course is organized around several research topics, such as: literacy and numeracy, schooling in cities, the history of Western educational thought, the liberal arts curriculum, systems of schooling in European and Asian countries, graduate and professional schools, the testing industry, political education, and the Supreme Court and public schooling.
Open to juniors and seniors.The Professional SemesterRequires a 3.5 week block of intensive coursework and 12 weeks of full-time supervised student teaching.
452 Issues/Trends in Teaching English An introduction to the theoretical and practical aspects of teaching English in middle and secondary schools. The course also addresses reading and writing in the content area as well as the use of instructional technology in the middle/secondary English classroom.
Prerequisites: 121, 221, 333, 343 and admission to the Teacher Education Program. Co-requisites: 458, 461-462, and 463.453 Issues/Trends in Teaching Foreign Languages An introduction to the theoretical and practical aspects of teaching Foreign Languages in middle and secondary schools. The course also addresses reading and writing in the content area as well as the use of instructional technology in the middle/secondary Foreign Language classroom.
Prerequisites: 121, 221, 333, 343 and admission to the Teacher Education Program. Co-requisites: 458, 461-462, and 463.454 Issues/Trends in Teaching Social Sciences An introduction to the theoretical and practical aspects of teaching Social Studies in middle and secondary schools. The course also addresses reading and writing in the content area as well as the use of instructional technology in the middle/secondary Social Studies classroom.
Prerequisites: 121, 221, 333, 343 and admission to the Teacher Education Program. Co-requisites: 458, 461-462, and 463.455 Issues/Trends in Teaching Science An introduction to the theoretical and practical aspects of teaching Science in middle and secondary schools. The course also addresses reading and writing in the content area as well as the use of instructional technology in the middle/secondary Science classroom.
Prerequisites: 121, 221, 333, 343 and admission to the Teacher Education Program. Co-requisites: 458, 461-462, and 463.456 Issues/Trends in Teaching Math An introduction to the theoretical and practical aspects of teaching Math in middle and secondary schools. The course also addresses reading and writing in the content area as well as the use of instructional technology in the middle/secondary Math classroom.
Prerequisites: 121, 221, 333, 343 and admission to the Teacher Education Program. Co-requisites: 458, 461-462, and 463.458 Curriculum Design An introduction to curriculum design that focuses on the consideration of a rationale for the curriculum, decisions about student learning outcomes, the organization and sequence of appropriate teaching strategies, and establishing assessment methods. Students design an integrated unit that is implemented during the Student Teaching experience.
Prerequisites: 121, 221, 333, 343 and admission to the Teacher Education Program. Co-requisites: 456, 461-462, and 463.461-462 Student Teaching Students teach full-time for 12 weeks in the cooperative assignment. Both the College supervisor and the cooperating teacher provide observation and evaluation of student teacher performance. Travel and personal expenses incurred are the responsibility of the student.
Three full courses. Prerequisite: 121, 221, 333, 343 and admission to the professional semester, and successful demonstration of necessary teaching competencies in all block courses.463 Seminar in Teaching An integrative seminar devoted to the on-going study of teaching pedagogy and practical problem solving in the classroom assignment. Topics vary depending on the interests and needs of the students, but may include professional associations, content-specific pedagogy, exceptional children and inclusion issues, education resources, and classroom management. Field trips and guest lectures are expected.
One-half course. Meets 13 weeks, one afternoon for two hours coinciding with student teaching. Prerequisite: 121, 221, 333, 343 and admission to the professional semester.
