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Penn State College of Education

From Wikipedia, the free encyclopedia

College of Education
TypePublic
Established1923
DeanKimberly A. Lawless
Undergraduates2,282[1]
Postgraduates989[1]
Location
University Park
,
Pennsylvania
,
U.S.
CampusUniversity Park, Pennsylvania, U.S.
Websiteed.psu.edu

The College of Education is one of 15 colleges at The Pennsylvania State University, located in University Park, Pennsylvania. It houses the departments of Curriculum and Instruction, Education Policy Studies, Learning and Performance Systems, and Educational Psychology, Counseling, and Special Education. Almost 2,300 undergraduate students, and nearly 1,000 graduate students[1] are enrolled in its 7 undergraduate and 16 graduate degree programs. The college is housed in four buildings: Chambers, Rackley, Keller, and CEDAR Buildings.

The College of Education is home to many academic journals, research centers and institutes, student organizations, and other academic programs.

The college has an endowment worth more than $41.2 million.[1] Undergraduate students receive more than $1.89 million in College and University scholarships each year.[1] The college received $8 million in research grants and contracts in 2012-13.[1]

The mission of the College of Education is "to deepen and extend knowledge about the formation and utilization of human capabilities."[2]

YouTube Encyclopedic

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  • Penn State College of Education Elementary and Middle School Professional Development School
  • Urban Education Experiences - Penn State College of Ed
  • Penn State College of Education Elementary Professional Development School (PDS) - Trailer
  • Penn State University Park
  • Secondary Education Undergraduate Degree Program

Transcription

I chose the PDS program because I was interested in the yearlong student teaching experience rather than just the semester. So I knew that I would be able to see how the teacher set up for the classroom and tore the classroom down as well at the end of the year. It requires a year. It's a very difficult program. It's very demanding. It is an incredible family of people who all have the same goal in mind. The 4 Es are about our main goals. The 1st goal is to enhance the educational experiences of all children. The 2nd goal is about our pre-service teachers in terms of ensuring high quality induction into the profession. The 3rd goal is to engage veteran teachers and teacher educators in ongoing professional development. And then the 4th goal is to educate the next generation of teacher educators. It's a commitment to going beyond. You're in your classroom every day. You have work on top of that. Just the fact that they're there on the first pre-planning day all the way to the last day of school. They see that entire school year. They work the same hours I do essentially. Does sound sort of painful to think about graduating and being a senior and having all of your friends disappear on May 5th. And you coming back to the classroom the very next day on the 6th. I mean it sounds torturous but if you ask interns not one of them would give it up. They are really getting involved from Day 1. They're getting involved in the classroom community. They're getting involved in classroom management. They're getting involved with helping students and working with children. Having been an intern I learned that most of teaching begins with the thought that goes into teaching. The setting up of the classroom. The development of a community based on a thoughtful, purposeful plan. When you do the whole year, the State College Area School District right from the very beginning takes you in as a new teacher. Interns are considered as much a part of the faculty as everybody else. They are involved in the planning from the 1st day of school. Being with the class all day every day, being in on parent teacher conferences. They are part of all of our division meetings. So when the kids walk through the door they in essence see 2 teachers in the classroom from Day 1. It's definitely been an amazing experience to have such a close relationship with my mentor. I remember coming in not really knowing anything about him or his classroom. But just being immersed in it the 1st day and really feeling comfortable and welcomed. The intern gets plenty of experience you know in charge in the traditional sense but that there's just a lot of collaboration. You have a mentor but it's not just that. You have a supervisor and she or he is there regularly. My primary responsibility is to supervise the interns which would mean being in their classrooms, provide support for them. My PDA would be in my classroom at least once a week and he would help me out. He would really support me. So the 1st semester we're teaching 4 days a week and then 1 day a week we were having methods classes, so methods with science and social studies and mathematics in addition to a classroom management seminar. So we were taking 15 credits while teaching 4 days a week, which was definitely difficult at times, but being able to be in the classroom while we were learning these things every day and being able to apply what we were learning immediately was something that was really helpful. I would go to the class and then a lot of that I would see in my classroom and I would be able to use the information I learned in my methods courses. And they have a classroom learning environments course, which focuses on building classroom community, understanding how to orchestrate classroom routines, how to help children learn to behave appropriately and so forth. And those classes were held all day 1 day of the week and then after school. And then the 2nd semester we were in the classroom for the full 5-day week and then we were having seminars that were about professionalism and how to go about interviewing and cultural differences in the classroom and so all these different topics that we could really sit and talk and discuss into further detail which is something that's relevant in our lives every day. So 2nd semester we start our inquiry project. The really best inquiry projects are those that come directly from problems that the intern and the teacher are seeing in the classrooms. Planning was a big part of my inquiry because we needed to figure out what worked best for our students and those struggling students who needed that extra support, that different type of learning. We expect our students to be consistently asking questions about their practice— how it's impacting students, and to look for evidence of the effectiveness of their practice on students. Now when I'm teaching I think back to that inquiry all the time and what I was able to glean about student thinking, student understanding, and assessment of that in the classroom. To have that mindset helps teachers be better at what they do throughout their career. People who know schools know that teachers represent so much of the leadership— not in formal roles, but many times just by the way they have an informal influence over their peers and what gets done. And that's the kind of leadership that we're trying to inspire in teachers: that they can be leaders. It is such a community of learners and growth and inquiry and collaboration. All of us are working together to help students be successful and to find their way. It is really unique to have an entire district that's working with the university rather than just 1 school and so there are multiple communities that are embedded within this larger professional development community. It's a partnership. The teachers and administrators such as myself working with the leaders at Penn State to create this PDS and to keep it operating and working in a way that's beneficial for all of us. It's such a win-win for everyone. For the teachers, for the students, for the interns. When you talk to I think anybody who's been through the internship program they will always say everything we did had such purpose and our voice counted. It's a collaboration of the intern and the mentor and the PDAs and Penn State and State College Area School District all coming together as a team. The community of the student teachers alone— We were really close and we were able to help each other with problems. I know I talked to a lot of people when I had issues or something that I couldn't solve on my own. We do retreats, we do ceremonies, we do rituals, we do celebrations, deliberately to keep us all mindful of the fact that we are 1 community and we're all working for the same purposes. They come to understand teaching as a calling, which means they go well beyond whatever any school district expects of them. If there's any characteristic that marks the students who do the PDS, it's their commitment to being the best teachers they can be. It's been a really fun relationship that we've built together. We've become very good friends. We've become very close. I see her a lot more as a colleague because of the knowledge that she brings to the classroom. It's just crazy how this experience can teach you so much about yourself and yourself as a teacher. I feel like I bring something very unique and special that has been grown in me through the PDS. And I also know that to be true because I know my fellow interns who went through in my class and the classes before and after me are sought after. Many of these interns have beginning jobs the year after they leave Penn State and they are recognized as school leaders. They are leaders in uses of technology in classrooms. They're leaders in thinking about curriculum and practice. What makes this program so different is it doesn't train you to do a skill. It trains you to become a professional. The pinning ceremony is a culmination of the year. Each of our interns is pinned with a circle of children pin by his or her mentor. And that's quite symbolic for us. The pin is something you earn that says that you've made a special commitment to teaching. Speaker: You will no longer be referred to as intern but instead with one of the most honorable titles in the world: teacher. I can't imagine not having this experience and feeling as prepared as I do to really enter the career. I've definitely grown throughout the year. I've learned a lot about myself and about what it takes to be in the classroom day after day helping those kids grow, helping them learn. When I think back onto all of my experiences now, it's like, yeah I'm prepared and definitely PDS helped me get here. I can definitely say I am a teacher now.

History

University president John Martin Thomas created the School of Education on June 11, 1923, with Will G. Chambers as its first dean.[3] At that time, it consisted of five departments — Home Economics, Education and Psychology, Agricultural Education, Industrial Education, and Nature Study — and had 359 students enrolled that first year.[4] The first graduate programs began in 1930, and by 1938, the School of Education was the second largest college at the university.[3] The American Indian Leadership Program began in 1971, as one of the first programs in the nation of its kind.[5] David H. Monk was appointed as the dean of the College of Education in 1999.[6] That same year, the College of Education offered its first World Campus master's program.[4] The American Journal of Education came to the College in 2004.[4]

Programs and Initiatives

The College of Education has a number of programs that promote education in various settings.[7]

American Indian Leadership program

The American Indian Leadership Program (AILP) is a graduate fellowship program for American Indians and Alaska Natives that has as its purpose "the training of qualified leaders for service to Indian nations."[8] Begun in 1970, the AILP is the longest running program of its kind. It has graduated more than 200 students over its 40 years.[5]

Professional Development Schools

Professional Development Schools (PDS) is a yearlong internship program in connection with the State College Area School District. Education students are matched with teacher mentors to gain classroom experience as they teach together throughout a school year. This program has been recognized with many awards, including the 2009 National Association for Professional Development Schools Award for Exemplary Professional Development School Achievement.[9]

Cedar Clinic

The Cedar Clinic is a counseling service available to all Penn State students for personal and educational concerns. The Cedar Clinic is run by the Department of Educational Psychology, Counseling, and Special Education. In addition to providing unlimited free counseling services to the student body, the Cedar clinic also allows graduate students in counselor education to gain supervised clinical experience.[10]

Humphrey Fellowship Program

The Humphrey Fellowship Program at Penn State is a year-long, non-degree academic program for mid-career professionals that seeks to develop leadership in education. Named for former Vice President Hubert H. Humphrey, this program is funded by the U.S. Department of State. Penn State is one of 13 participating universities.

Center for Science and the Schools

The Center for Science and the Schools (CSATS) is a center housed in the College of Education that aims to strengthen science education throughout Pennsylvania. CSATS links Penn State researchers to K-12 schools and helps them to develop and test teaching strategies that will improve education in the sciences. The CSATS Curriculum Center makes over 2000 titles of science teaching materials available to teachers.[11]

Lifelink

Lifelink is a joint program between Penn State and the State College Area School District for college-aged SCASD students with disabilities. The program is intended to provide a transition from high school to adult life. These students attend college-level classes of their choosing at Penn State. They are accompanied by Penn State student mentors, who help them with classwork and spend time with them.

Student Teaching Abroad

The Penn State College of Education offers students an opportunity to teach in a foreign country with its student teaching abroad program. The short term student teaching abroad option allows students to do both a traditional student teaching placement in Pennsylvania followed by an international placement in one of 16 countries: Australia, China, Costa Rica, Ecuador, England, India, Ireland, Italy, Japan, New Zealand, Norway, Russia, Scotland, Spain, Turkey, or Wales. Students spend 12 weeks in Pennsylvania and then travel to their host nation school for five to eight weeks.

Joint Law Degree program

Penn State's Dickinson School of Law and the College of Education combine to offer a combined degree in law and education. Relatively few schools offer joint degree programs with law and education. Penn State's program ranks among the nation's best.

Research Centers and Institutes

The college is home to a number of research centers and institutes, including the following:[12]

  • CEDAR Clinlic
  • Center for Evaluation and Education Policy Analysis
  • Center for Science and the Schools
  • Center for the Study of Higher Education
  • Center for the Study of Leadership in American Indian Education
  • Center for the Study of Leadership and Ethics
  • Center on Rural Education and Communities
  • Goodling Institute for Research in Family Literacy
  • Institute for Research in Training and Development
  • Institute for the Study of Adult Literacy
  • Interinstitutional Consortium for Indigenous Knowledge
  • Pennsylvania School Study Council
  • Regional Educational Lab Mid-Atlantic
  • Vocational Education Professional Personnel Development Center
  • Training Interdisciplinary Educational Scientists Program

Academic Journals

College of Education faculty have editorial responsibilities for more than 30 major journals in education, including the following:[6]

Rankings

In 2013, the U.S. News & World Report ranked the College of Education as a whole at 33rd in the nation. All of the College of Education's graduate programs appear ranked in the top 20 of their respective areas. These program rankings are as follows:[13]

  • Technical Teacher Education (Workforce Education)—#1
  • Higher Education Administration—#3
  • Rehabilitation Counseling—#4
  • Administration/Supervision (Ed Leadership)—#7
  • Education Policy—#9
  • Student Counseling/Personnel Services—#11
  • Secondary Education—#11
  • Educational Psychology—#12
  • Elementary Education—#13
  • Special Education—#16

Student organizations

  • Adopt a School — This group of students interacts with students in area schools through tutoring, educational presentations, and mentoring experiences.
  • Adult Literacy Training Corps — This organization seeks to facilitate awareness of and action for adult literacy in Centre County and to empower both adult students and Adult Literacy Tutoring Corps volunteers by offering opportunities for mutual learning, leadership, and service.
  • College of Education Student Council — The College's Student Council provides an opportunity for all Education students to work together in strengthening the communication links between students, faculty, and administrators. While focusing on issues related to teacher preparation and education in general, the Council's activities include speakers, workshops, and social events.
  • Council for Exceptional Children — The Council for Exceptional Children (CEC) is a national professional organization for individuals involved in the field of exceptional children.
  • Education Policy Studies Student Association — The EPSSA promotes the development of students as scholars and future professionals in the fields of educational leadership, education theory and policy, American Indian leadership, and comparative and international education. This group provides a forum for support, discussions, scholarship, social networking, and professional development relating to all matters of K-12 education.
  • The Future Educators Association - Multicultural Education Student Association (FEA-MESA) — FEA-MESA is a diverse group of students of various cultural, ethnic, and economic backgrounds within the College of Education.
  • The Higher Education Student Association — HESA promotes student development as scholars and professionals and facilitates integration into the higher education program.
  • International Education Student Association (IESA) — IESA promotes the development of students as scholars and future professionals in the field of comparative and international education.
  • Pennsylvania Association for the Education of Young Children (PennAEYC) & National Association for the Education of Young Children (NAEYC) — NAEYC and the Central Pennsylvania Region of PennAEYC offer connections and professional development opportunities between college students and local programs and practitioners focusing on young children.
  • Pennsylvania Council for the Social Studies (PCSS) & National Council for the Social Studies (NCSS) Society of Integrated Education — PCSS and NCSS promotes quality Social Studies education from kindergarten to higher learning.
  • Phi Delta Kappa (PDK) — PDK is a professional association primarily for full-time educators and graduate students in all areas of education, but undergraduate students are encouraged to attend PDK programs at Penn State. PDK strives to assist with the preparation and leadership of educators through relevant research, service and publications such as newsletters and the KAPPAN journal.
  • Pi Lambda Theta (PLT) — PLT is an international honor society and professional association primarily for teacher candidates. It encourages leadership among future teachers and keeps members abreast of current trends in education by publishing newsletters and Educational Horizons journal.
  • Rehabilitation and Human Services Student Organization — This group is a mutually collaborative community of students who share a passion for making a difference in the lives of others. Students participate in social and educational opportunities; mentorship and involvement among faculty, alumni, staff, and students; networking opportunities to explore employment and graduate programs; and service-learning.
  • Society of Integrated Education — This group matches education students to area school districts to conducts research.
  • Society for the Study of Workforce and Economic Development — This group enhances the intellectual and collegiate climate in Workforce and Economic Development among the Penn State community.
  • Student Advisory Forum — This advisory group discusses student issues in the College with the administration. The forum was started by Dean Monk.
  • Student Affairs Student Organization (SASO) — SASO enhances the educational and professional experience of the College Student Affairs masters program students; past, present, and future.
  • Student Pennsylvania State Education Association — This student group exists in affiliation with the Pennsylvania State Education Association as a way to further the professional growth of pre-service teachers.
  • Vocational Industrial Clubs of America (VICA) — VICA is the national youth organization serving trade, industrial, technical, and health occupations students through activities emphasizing leadership, citizenship, and character development. VICA emphasizes respect for the dignity of work, high standards in trade ethics, workmanship, scholarship, and safety. Penn State's chapter is the Beta Chapter.
  • Office of Student Activities — The University's Office of Student Activities located in the 209 HUB-Robeson Center (863-4624) provides additional opportunities in leadership development and service activities for Education students.

Alumni

The College of Education has approximately 56,000 alumni, many of whom are members of the College of Education Alumni Society.[1]

References

  1. ^ a b c d e f g "About the College". College of Education. The Pennsylvania State University.
  2. ^ "Strategic Planning: 2014 Report". The College of Education. The Pennsylvania State University. Retrieved 2 June 2014.
  3. ^ a b "College of Education: An Illustrated History." Published by the College of Education, The Pennsylvania State University, 1998.
  4. ^ a b c "2013 Alumni Magazine". College of Education. Penn State University. Retrieved 2 June 2014.
  5. ^ a b "American Indian Leadership Program Overview". The College of Education. The Pennsylvania State University. Archived from the original on 29 April 2011. Retrieved 23 May 2011.
  6. ^ a b "Facts". College of Education. The Pennsylvania State University. Retrieved 2 June 2014.
  7. ^ "Innovative Programs". College of Education. The Pennsylvania State University. Retrieved 3 June 2014.
  8. ^ "Faircloth Named Director of American Indian Leadership Program". The College of Education. The Pennsylvania State University. Retrieved 25 May 2011.
  9. ^ "Professional Development Schools". The College of Education. The Pennsylvania State University. Retrieved 23 May 2011.
  10. ^ "The Cedar Clinic". The College of Education. The Pennsylvania State University. Retrieved 25 May 2011.
  11. ^ "CSATS". The Pennsylvania State University. Retrieved 25 May 2011.
  12. ^ "Centers, Institutes, and Councils". The College of Education. The Pennsylvania State University. Retrieved 3 June 2014.
  13. ^ "College of Education Rankings". College of Education. The Pennsylvania State University. Retrieved 3 June 2014.

External links

This page was last edited on 20 June 2024, at 19:56
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