The B.A./M.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).  Of these classes, at least three must focus on the period before 1800.  One 100-level course can be substituted for one of the two 200-level surveys. A student may substitute a 500 or higher level course in history for one of the 300-level courses. For more on these requirements, see here.
  • 10 courses in the Department of Education (8 at the graduate level), 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, one of them at 500 or higher level

Education

Sophomore or Junior year: EDUC 261, EDUC 271

Senior year:
Fall: EDUC 586 (with associated field-experience EDUC 689C)
Spring: EDUC 582 (with associated field-experience EDUC 689C), EDUC 702

5th Year
Summer: EDUC 525, EDUC 699
Fall: EDUC 765, EDUC 585 (with associated field-experience EDUC 689C), EDUC 581
Spring: EDUC 500; EDUC 561; EDUC 562; EDUC 563: Student Teaching, Seminar, and Capstone Experience. Candidates who are teaching full-time as Secondary English teachers may be eligible to enroll in a teaching seminar (EDUC 600, 4 credits) instead of the 12 credits of student teaching.

EDUCATION 500 and Student Teaching (EDUC 561, 562, 563)
Similarly to its undergraduate counterpart, 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 the student teachers in developing an action research project and an electronic portfolio designed to meet professional and departmental standards, and demonstrate proficiency in graduate-level work.  The action research project is usually implemented in the classroom when the student-teachers assume full teaching responsibility.