Susquehanna University

What you'll study

This programme combines a liberal-arts content major with a professional education core and curriculum-specific methods courses tailored to particular grade ranges (early childhood, elementary, or secondary). You will study foundations of education alongside applied coursework and progressive field experiences that build from observation to full-time student teaching.

• Foundations and theory: educational psychology, history and philosophy of education, learning theory and child/adolescent development.
• Curriculum and instruction: curriculum design, assessment and data-informed instruction, classroom management, lesson planning and unit design.
• Specific levels and methods: subject-area methods courses (for example, literacy methods, mathematics methods, science methods, social studies methods, and secondary English methods) that focus on pedagogy, standards alignment and content-specific assessment.
• Inclusive practice and special populations: differentiated instruction, special education foundations, multicultural education and strategies for English learners.
• Educational technology and professional development: integrating digital tools, instructional design, reflective practice and participation in professional learning communities.
• Practicum and student teaching: progressive clinical placements in partner schools culminating in an extended student-teaching semester with mentoring and evaluation by cooperating teachers and university supervisors.
• Capstone and inquiry: action research or a professional development project that addresses a real classroom or school need and demonstrates planning, implementation and evaluation skills.

Entry requirements

Applicants should hold a recognised secondary-school qualification and meet Susquehanna University’s general undergraduate admission standards. Typical department expectations include a competitive cumulative academic record, submitted transcripts, and teacher-education programme screening.

• Strong academic preparation in your chosen content area; some programmes expect prior coursework in the subject you plan to teach.
• Personal statement or teaching statement outlining interest in education and prior experience working with children or adolescents.
• Letters of recommendation, preferably including one that speaks to classroom or youth-related experience.
• Department interview and successful completion of initial background checks and health/clearance requirements required by partner schools before practicum placements.
• Progression into some stages of the professional sequence typically requires minimum GPA and successful completion of gateway courses; state-required content or skills assessments (for example, Praxis exams where applicable) may be required for certification and student-teaching placement.

Career prospects

Graduates are prepared primarily for licensure and classroom teaching in early childhood, elementary or secondary schools. The combination of subject-matter expertise and professional pedagogy also opens pathways beyond classroom teaching.

• Classroom teacher (public or private K–12) following state certification.
• Instructional coach, curriculum specialist or literacy specialist.
• Special education teacher or support specialist, with additional certification as required.
• Educational consultant, curriculum developer or assessment specialist.
• Further study and leadership roles: graduate programmes in education, school administration or educational research.
• Opportunities in non-profit education organisations, tutoring services and after-school programme leadership.

Why study at Susquehanna University

Susquehanna offers a liberal-arts grounded teacher-preparation programme characterised by small class sizes, close faculty mentoring and strong, long-standing partnerships with regional schools that provide diverse practicum placements. The curriculum emphasises reflective practice, evidence-based instruction and professional development skills that help graduates transition from novice to effective teachers.

• Individualised advising from faculty who are active teacher-educators and practitioners.
• Early and continuous clinical experiences in local schools, enabling steady skill development before student teaching.
• Integrated professional development and action-research components that prepare graduates to lead school improvement efforts.
• An engaged alumni network and regional school contacts that support employment and continuing professional growth.