The B.A. in History and Secondary Education requires:

  • The same curriculum as the B.A. in history, with a minimum of 11 history courses, as follows: two 200-level surveys, two junior seminars (History 400-420), six 300-level courses, and History 496 (senior thesis). One 100-level course can be substituted for one of the two 200-level surveys. For more on these requirements, see here.
  • 5 courses in the Department of Education, plus a full semester of student teaching (usually in the spring of the senior year)
  • Specific courses in politics, anthropology, geography, and economics, by recommendation of the Department of Education’s Coordinator of Secondary Education

Suggested Sequence of Courses

History
Freshman Year: two 200-level history surveys or one 100-level course and one 200-level course
Sophomore Year: two history electives
Junior Year: junior seminar in both semesters; two history electives
Senior Year: HIST 496; two history electives

Education
Freshman Year: EDUC 101 (optional)
Sophomore Year: EDUC 251 and EDUC 271
Junior Year: EDUC 386 and EDUC 382 (with associated field-experiences, EDUC 387 and EDUC 383)
Senior Year: EDUC 485 (with associated field-experience EDUC 478), EDUC 400, 461, 462, and 463 (full semester student-teaching, usually in the spring semester)

EDUC 400 and Student Teaching (EDUC 461, 462, 463)
The student teaching experience consists of a full-day, fifteen-week semester spent in the field through which the student gains teaching knowledge and experience.  Student-teachers observe and share limited teaching responsibility for 10 weeks, and finally assume full teaching responsibility for a minimum of four weeks of the semester. Weekly visits by a faculty member provide feedback and support to the student-teacher, in addition to daily feedback from the cooperating teacher in the field.  The student-teaching semester comprises also a weekly seminar, which supports student-teachers in developing an action research project and an electronic portfolio designed to meet professional and departmental standards.  The action research project is usually implemented in the classroom when the student-teachers assume full teaching responsibility. Only if necessary, one other course may be taken during the student teaching experience.