Education

(EDUC)

Associate Professors: Abra N. Feuerstein, Sue Ellen Henry, Lynn M. Hoffman (Chair), Robert M. Midkiff Jr., Joseph L. Murray, Katharyn E. K. Nottis, Candice Stefanou

Assistant Professors: Amy G. Carney, Russell E. Dennis, Sarah MacKenzie, Lori A. Smolleck

The Education Department works to prepare students for prominent roles as public intellectuals. We seek to cultivate citizens who are broadly educated, thoughtful, and committed to lifelong learning as a means to better themselves and society. Our blend of social sciences and professional preparation coursework is theoretically grounded and presents educational issues within social contexts that are diverse and evolving. Graduates will use their capacity for self-reflection and ethical reasoning to respond creatively to challenges encountered in their personal and professional lives.

The departments offers both the bachelor of arts and bachelor of science in education and the requirements within each program are described below. A major in education within either degree program can prepare students to pursue careers in teaching. It also provides the necessary background and preparation for graduate work in an array of disciplines, as well as careers in law, business, and public service.

The bachelor of arts degree with a major in education is designed for students who are interested in studying the process and structure of education and schooling but who are not necessarily interested in pursuing a career in teaching. Students who want to obtain certification in early childhood education or elementary education should pursue the bachelor of science in education degree. Students interested in secondary certification normally seek a degree in the discipline they wish to teach and may either pursue certification only or a dual major in education and the discipline.

Bachelor of Arts. Requirements for the bachelor of arts major in education fall into two categories. First, all students must complete four (4) core courses: EDUC 101; EDUC 201; EDUC 362 and one of EDUC 323, 334, 335, 346, or 351. Second, students must complete a minimum of four (4), and no more than eight (8), additional courses in an area of concentration developed in consultation with the adviser, exclusive of EDUC 349, 359, 439, 449, or 459. Areas of concentration may focus on such topics as educational psychology, human diversity, or college student personnel. Students interested in the bachelor of arts are encouraged to meet with a member of the department to discuss specific degree requirements.

Bachelor of Science in Education. The bachelor of science in education is designed for students who have clearly defined professional interests in the field of education and who desire to pursue a career in early childhood or elementary teaching.

Early Childhood Education

The bachelor of science in education with a major in early childhood education requires EDUC 101; EDUC 201; EDUC 202 (non-credit coures); EDUC 323; EDUC 341; EDUC 342; EDUC 344; EDUC 345; EDUC 346; EDUC 349 and EDUC 449 (12 credits).

Elementary Education

The bachelor of science in education with a major in elementary education requires EDUC 101; EDUC 201; EDUC 202 (non-credit course); EDUC 341; EDUC 342; EDUC 343; EDUC 344; EDUC 345; EDUC 346; EDUC 349; and EDUC 449 (12 credits).

Certification Requirements for Early Childhood Education or Elementary Education

Students seeking teaching certification in either elementary education or early childhood education must complete EDUC 349. This three-credit course can be taken only if the student demonstrates that all requirements leading to a recommendation for certification have been or soon will be completed.

Students seeking certification in early childhood education are required to take MATH 117, a course in English literature (preferably ENGL 218), MUSC 136, MGMT 101, and PSYC 207 in addition to meeting other certification requirements listed on the education department website (www.bucknell.edu/education).

Students seeking certification in elementary education are required to take MATH 117, ENGL 218, MUSC 136, PSYC 207, one course in art, theatre or dance*, one history course*, one citizenship course*, one family or society course*, and two laboratory science courses* in addition to meeting other certification requirements listed on the education department website (www.bucknell.edu/education).

*Lists of approved courses in these areas are posted on the education department website (www.bucknell.edu/education).

Secondary Education and Teaching Certification

The following table shows the secondary and K-12 certifications offered by the department.  Students seeking these certifications also must complete the requirements for the Bachelor of Science or Bachelor of Arts in the discipline listed in the second column.

*Required additional certification in one of the following areas: Biology, Chemistry, Earth and Space Science, or Physics

Students seeking secondary teaching certification must complete EDUC 359**, a three-credit course that can be taken only if the student demonstrates that all requirements leading to a recommendation for certification have been or soon will be completed. Specific requirements may change as mandated by the legislature of the Commonwealth of Pennsylvania. Lists of courses acceptable for meeting specific requirements are available at the departmental office and website.

**Students who cannot or choose not to take EDUC 359 and 459 should complete the B.A. or B.S. in the content area or consult with the chair of the education department to select appropriate courses to complete a B.A. in education.

General Requirements for Teaching Certification 

The department of education provides teacher preparation programs which lead to certification in the Commonwealth of Pennsylvania in early childhood, elementary, and selected content areas in secondary education. Students can prepare to become certified teachers by enrolling in a bachelor of science in education degree program or by taking a bachelor of arts or bachelor of science degree in the content area in which they plan to teach. Independent of the degree program into which a student is admitted to the University or the area in which a student may wish to teach, a student also must be formally admitted to the Pre-Certification, Initial Preparation Program (Pre-CIP). Admission to Pre-CIP can occur after the student has completed two courses in mathematics*, two courses in English literature or composition*, 12 Bucknell University courses or their equivalent, and achieved for the three preceding semesters an overall grade point average of 3.0 (appeals to this requirement should be made to the chair of the department of education). Application to Pre-CIP is normally made when the students begin considering a career in the field of education and are notified of their acceptance or rejection at the end of their sophomore year.

The Commonwealth of Pennsylvania requires an overall grade point average of 3.0 upon completion of the program prior to recommendation for certification to teach. Specific requirements leading to a recommendation in each teaching area are available at the education department website. It is the responsibility of the student to examine these programs in consultation with a member of the education department. Although members of the department will advise students concerning course selection, the student is responsible for choosing those courses and experiences that meet certification program requirements.

In addition to completing an approved program and successfully demonstrating the prescribed role competencies, the prospective teacher must be a "person of good moral character" who "possesses those personal qualities and professional knowledge and skills which warrant issuance of the requested certificate." It is the student’s responsibility to satisfy these criteria. Students should note that prior to placement in student teaching or any other field experience, they will be required to submit results of a child abuse clearance, criminal background check and fingerprinting pursuant to requirements of the Pennsylvania Department of Education. Results must indicate that there are no criminal or child abuse records.

In addition to coursework, students must complete and submit scores from required Praxis examinations to the department of education at Bucknell. Specific examinations required for each area of certification vary. Although members of the department will advise students concerning examinations, the student is responsible for taking those examinations that meet certification program requirements.

After completing the approved program of courses, the student shall submit to the education department at Bucknell an application for a Pennsylvania teaching certificate. Following a review of the student’s program, the student may be recommended for certification by the designated officer at Bucknell. As noted above, the student must pass all the competency tests required by the Commonwealth of Pennsylvania for the desired certificate.

Students who desire certification in states other than Pennsylvania must understand that teacher certification is governed by state law and that each state has different requirements. Obtaining a Pennsylvania teaching certificate, by completing an approved program and meeting all other requirements, does not ensure that students will be certified in another state. Although members of the Bucknell education department will assist students in obtaining information concerning certification in other states, as well as Pennsylvania, it is the student’s responsibility to obtain this information and to meet all the certification requirements of any state.

*Exceptions to these requirements will be posted on the education department website: www.bucknell.edu/education

Student Teaching

The education department is responsible for the professional preparation of future teachers. To ensure that future professionals are competent, the privilege of taking the course in student teaching (EDUC 349, 359 or 439) is restricted to students whose cumulative grade point average through the junior year is 3.0 or better. Additional requirements for all student teachers are good health, character, personality, and acceptable spoken and written English. Placement in student teaching is contingent upon acceptance of the student by a cooperating teacher in an elementary or secondary school that has been approved by the Bucknell education department. Students must complete an application for student teaching by Novermber 1 of the junior year. This application is to be made from the education department website. In addition, students are responsible for obtaining transportation to the placement. Also, the education department reserves the right to specify the semester during which a student is permitted to enroll in student teaching.

All students who are interested in student teaching must apply to the Pre-CIP Program no later than the first semester of the junior year.

Minor in Education

The minor in education consists of five courses chosen from among the departmental offerings. The student is encouraged to choose courses within a particular area of specialization. Such areas of specialization include, but are not limited to, literacy, early childhood education, research and evaluation in education, educational policy studies, college student personnel, and diversity studies Recommended clusters of courses for particular areas of specialization are available on the departmental web page.

101. Social Foundations of Education (I and II; 3, 0)
Historical, economic, philosophical, and social foundations of education, and their implications for present-day education in America. Provides a background of information for the prospective teacher and citizen. Not open to seniors.

201. Educational Psychology (I and II; 3, 0)
Role of psychological concepts in educational practices. Nature, sources of individual differences in development and readiness. Learning theory, motivation, and emotion in learning. Issues in identifying and supporting the learning of all students. Measurement and evaluation of learning.

202. Educational Psychology Practicum (I and II; 0, 2) No credit.
This is a required course for all certification students and involves observation of teachers and classrooms in local schools and associated assignments. Taken concurrently with EDUC 201 by students interested in teaching certification.

230. Foundations of Classroom Assessment (II; 3, 0)
Use of observation, documentation, and assessment to develop instructional practices that support learning of all children. Includes assessment across environments and for different purposes. Prerequisite: EDUC 201.

240. Literacy and Learning in the Diverse Classroom (II; 3, 0)
Students explore how diverse adolescents develop abilities to decode, interpret, and use language and mathematical sign systems to gain access to secondary school content knowledge. Students also analyze structures and tools of inquiry embedded in secondary school subjects. Other topics: curriculum integration, strategies for literacy development, learning disabilities that impact literacy, and teaching and learning of English Language Learners. Required fieldwork. Prerequisites: EDUC 101 and EDUC 201.

290. Gender Issues in Education (I; 3, 0)
An examination of how gender affects the teaching – learning process with an emphasis on theory, curriculum, pedagogy, and assessment. Prerequisite: EDUC 201 or permission of the instructor.

301. Applied Behavioral Psychology (I, S; 3, 1)
Strategies for problem solving in educational institutions, mental health facilities, and industry with an emphasis on data-driven decision-making and positive intervention. Problems considered will focus on motivation, design of instructional systems, and human communication. Field experience required.

305. Cognitive Learning in Multiple Contexts (I; 3, 0)
Both the theories and practical applications of cognitive psychology and development are emphasized. How theories connect to the field of cognitive neuroscience is also addressed. Prerequisite: EDUC 201 or permission of the instructor.

308. Advanced Educational Foundations: Democracy and Education (II; 3, 0)
This course employs a multidisciplinary approach to explore the special relationship between education and democracy in “free” societies such as the United States. Students will critically examine the American educational system and its contemporary problems through the lenses of history, philosophy, sociology, and anthropology. Prerequisite: EDUC 101.

309. Supervision of Personnel (II or S; 3, 0)
A systematic course in the selection and supervision of personnel and staff development. Analysis and critique of various supervisory models, methods of supervision and evaluation and relevant research. Prerequisite: permission of the instructor.

312. Counseling Techniques (I; 3, 4)
This course provides an introduction to counseling theory and training in micro-skills of counseling and interviewing. Students have an opportunity to practice a wide range of counseling techniques with videotaping. Required field placement or service learning experience.

314. School Psychological Services (I or II; 3, 0)
An overview of psychological services as provided by school psychologists and counselors. This course specifically addresses collaborative consultation, theory and practice in the school environment on individual and systems levels. Required fieldwork. Preference given to juniors and seniors.

315. Senior Thesis (I or II)
Open to qualified seniors. Prerequisite: permission of the department.

316. Teaching in Diverse Environments (II; 3, 2)
Supervised practice in the design and implementation of instruction in non-traditional learning environments. Emphasis on theory informing practice. Prerequisite: permission of the instructor.

317. Problems in Education (I or II; R; 2-4, 0) Half to full course.
Research on a problem not involved in a student thesis. Upperclass students. Prerequisites: three courses in education or permission of the instructor.

318. Multiculturalism and Education (II; 3, 0)
This course combines social science and educational research with narrative accounts to explore the historical, philosophical, sociological, and political foundations of the multicultural movement in American education. The course will examine and critique contemporary issues such as the educational experiences of minority groups, inclusive pedagogy, and bilingual education.

319. Group Processes (II; 3, 0)
This course provides an overview of the basic dynamics, theoretical components, and developmental aspects of small groups with clients in educational settings. Students participate in a variety of group interventions as both a group leader and a group member. Required fieldwork. Prerequisite: junior or senior status.

322. Psycology of the Exceptional Child (II; 3, 0)
Understanding the psychology of the exceptional child from childhood through adolescence. Focused involvement in building an understanding of the diverse ways cognitive disabilities are manifested in children and adolescents with an emphasis on prevention, intervention and remediation. Optional fieldwork. Prerequisite: permission of the instructor.

323. Education of Young Children (II; 3, 4)
A conceptual-developmental overview of the social, emotional, cognitive, and physical characteristics of the early childhood years (to age 9) stressing extrapolation from developmental theory to educational practice for teachers and parents who function as the earliest educators.

325. Career Development (S; 6, 0)
An examination of career decision making and career choices within the context of cognitive, social, emotional, and physical development, with emphasis on both theory and practice. Prerequisite: permission of the instructor.

328. Tests and Measurement (I; 3, 0)
Introduction to the fundamental concepts of measurement and testing theory with emphasis on the application of those concepts in a variety of educational, psychological, and employment settings. Prerequisite: permission of the instructor.

33l. Investigation in International Issues (S; 3, 0)
Case studies of education issues through a supervised field placement in an international setting. Part of a Bucknell international studies program. Prerequisite: Open only to students enrolled in the Bucknell in Northern Ireland program or permission of the instructor. Crosslisted as PSYC 231 and SOCI 331.

334. Later Childhood and Adolescence (I and II; 3, 4)
Uses theory, case studies, and field experience to illustrate early and later adolescent development. Required fieldwork. Not open to students who have taken EDUC 335.

335. Child and Adolescent Development (I; 3, 4)
Social, emotional, cognitive, and physical development from age 5 to 18 in relation to the educational environment, including the interaction of the child with family, adults, and peers. Required fieldwork. Not open to students who have taken EDUC 334.

341. Early Literacy (I; 3, 4)
A study of the strategies and techniques involved in teaching children to read and to write (K-6 level). Contemporary theories of reading behavior. Required fieldwork. Prerequisites: EDUC 101 and 201.

342. Differentiation and Diversity in Education (I; 3, 4)
Differential instruction and cultural awareness to foster the learning of all students in inclusive classrooms. Adapations for reading, writing, spelling, and mathematics included. Required field work. Prerequisite: EDUC 341 or EDUC 240 or permission of the instructor.

343. Teaching of Social Studies (I and II; 3, 0)
Consideration of special problems arising in teaching social studies in elementary and secondary schools. Influences determining course content, including state and national standards. Prerequisites: EDUC 101 and EDUC 201 or permission of the instructor.

344. Science as Inquiry (I; 3, 4)
This course reflects best practices for the teaching of science as outlined in the National Science Education Standards and the PA State Standards. This course provides students with instructional methods and curricular materials appropriate for teaching science concepts, processes, and skills to young children. Teaching science as inquiry will serve as the foundation for the course. Prerequisites: EDUC 201 and 341.

345. Curriculum Planning in Elementary Education (II; 3, 0)
Processes of curriculum development and improvement from descriptive and normative perspectives. Alignment of classroom instruction with standards. Integration of curricular content across subject areas. Not open to students who have taken EDUC 352. Prerequisite: EDUC 201.

346. Literacy Across Contexts (II; 3, 4)
Principles of creating a developmentally appropriate elementary learning environment. Emphasis is placed on the process of designing instruction appropriate for learners at various levels of cognitive, emotional, and social development. Language arts and its domains will be used to illustrate, explain, and extend course concepts. Issues related to student motivation and classroom management also will be examined. Required fieldwork. Prerequisites: EDUC 101, 201, 341, and PSYC 207 or permission of the instructor.

349. Student Teaching Elementary (I and II; 0, 35) Three courses.
Supervised practice in the design and implementation of instruction in elementary school classrooms. Emphasis on professional conduct and use of theory to inform practice. Prerequisites: senior status, acceptance into Pre-CIP, all required certification courses, or permission of the instructor. Corequisite: EDUC 449.

350. Higher Education in the United States (I; 3, 0)
Overview of historical and contemporary trends in post-secondary education: systematic examination of selected social, political, economic, and educational forces and problems affecting contemporary higher education.

351. Learning and Development in Postsecondary Education (I; 3, 0)
Investigation of contemporary theories pertaining to the processes of learning and development that occur from later adolescence through old age.

354. Teaching of Art (I; 3, 4)
Principles and practices of teaching art in grades K-12. Interested students should meet with the chair of the department of education no later than March 15 of sophomore year. Prerequisites: EDUC 101, 201 and 335.

355. Teaching of Science in Secondary School (II; 3, 4)
Principles and practices of teaching biology, chemistry, physics, earth and space science, and environmental science in grades 7-12. Prerequisites: EDUC 101, 201, and 334 or 335 (335 required for environmental science).

357. Teaching and Learning Science (S; 3, 0)
This course will reflect best practices for the teaching of science as outlined in the National Science Education Standards and the Pennsylvania State Standards. Not open to students who have taken EDUC 344.

359. Student Teaching: Secondary (I and II; 0, 35) Three courses.
Supervised practice in design and implementation of instruction in secondary school classrooms. Emphasis on professional conduct and use of theory to inform practice. Prerequisites: senior status and permission of the instructor. Corequisite: EDUC 459.

362. Research Methods I (II or S; 3, 0)
This course emphasizes the design of experimental research and the development of skills in analyzing and interpreting data. Experimental research in education and psychology is critiqued in terms of theory, past research, hypothesis generation, and research design. Data analysis involves the use of the statistical packages such as SPSS, which are broadly applicable to the social and psychological sciences.

370. Public School Law (S; 3, 0)
Examination of federal and state constitutional and statutory influences on public schools. Emphasis is placed on Pennsylvania statutes, regulations, and judicial decisions affecting teachers and students.

375. Methods of Teaching English as a Second Language (II; 3, 0)
This course focuses on preparing to teach students for whom English is their second language (ESL). It focuses on three primary areas: instructional materials development for ESL; assessment and support of ESL students; and cultural awareness and sensitivity.

385. Topics in Education (I or II; 3, 0)
Topics vary but typically focus on the relationship between education and society.

398. Student Affairs Programs in Higher Education (II; 3, 0)
The study of historical and philosophical foundations of the student affairs profession and the roles and functions of student affairs professionals in contemporary collegiate institutions. Prerequisite: EDUC 334 or EDUC 351 (recommended), or permission of the instructor.

420. Ethics in Education (I or II; 3, 0)
Application of traditional and contemporary ethical theories to current dilemmas in teaching, research, counseling, administration, and educational policy.

439. Student Teaching in Music (I or II; 0; 35) Three courses.
Corequisite: MUSC 236. Prerequisite: permission of the instructor.

449. Professional Seminar in Elementary Education (I and II; 3, 0)
Systematic approach to the observation, interpretation, verification, and remediation of problems affecting student learning. Psychological and sociological theory informing teaching practice. Implications of student diversity for adaptation of instruction. Prerequisites: EDUC 342, senior status, and permission of the instructor. Corequisite: EDUC 349.

459. Professional Seminar in Secondary Education (I and II; 3, 0)
Systematic approach to the observation, interpretation, verification, and remediation of problems affecting student learning. Psychological and sociological theory informing teaching practice. Implications of student diversity for adaptation of instruction. Prerequisites: senior status and permission of the instructor. Corequisite: EDUC 359.

484. Local Educational Politics (II; 3, 0)
This course introduces students to a variety of philosophical, political, and sociological theories that explain the nature of conflict in the educational arena.

 Methods courses offered by other departments: ENGL 297 Teaching of English; LING 241 Teaching Foreign Language; MATH 207 Teaching of Mathematics in Secondary Schools