Education (BA)

Signature Courses
Foundations of Education
Learning Theories

The Bachelor’s degree in Education at Prescott College prepares students to teach in a variety of formal and non-formal settings from public schools to environmental education camps, to adventure education classrooms, to alternative schools. In all Prescott College programs, undergraduate students have the option of creating their own student- directed competence, with the assistance of their faculty adviser and graduation committee. These competences can be in one area of study, or could bridge multiple fields. Education students can weave together their education coursework with classes from Cultural and Regional Studies, Environmental Studies, the arts, or Psychology to craft their own emphasis areas.
 

"The Prescott College Education Department combines innovatory, accessible, quality curriculum with talented, experienced and knowledgeable faculty to provide our students with superior training to meet the contemporary needs of students with a high degree of skill, professionalism and expertise." - Centáe Richards, Ph.D., Associate Dean Education and Professional Preparation 

Areas of Emphasis

Students pursuing this emphasis explore both the theory and practice of EE, intertwined with empirical understandings from numerous observations, field experiences, and practicum opportunities. The Environmental Education emphasis is highly interdisciplinary and complementary as a breadth to students studying Education, Environmental Studies, Adventure Education, Social Justice, Sustainability, Human Development, Arts and Letters, Ecopsychology, and more.

Students interested in the Social Justice Education emphasis explore the democratic and liberatory power of social justice in the education system, both inside and outside of the classroom as an educational process. Students gain awareness of how economic, social, cultural, and political power shapes human relations, the way we see and understand the world, and the power of education to mitigate social problems in education.

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Education uses an array of outcomes for each specific certification track that align directly with the INTASC and ISTE standards and/or NAEYC standards. 

Core Education Outcomes 

● LEARNER DEVELOPMENT—The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.  

● LEARNING DIFFERENCES—The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 

● LEARNING ENVIRONMENTS—The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 

● CONTENT KNOWLEDGE—The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of content. 

● APPLICATION OF CONTENT—The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 

● ASSESSMENT—The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. 

● PLANNING FOR INSTRUCTION—The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 

● INSTRUCTIONAL STRATEGIES—The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 

● PROFESSIONAL RESPONSIBILITY & ETHICAL PRACTICE—The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 

● LEADERSHIP & COLLABORATION—The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. 

General Requirements

  • Minimum of 120 total credits
  • Minimum of 60 credits in the Competence
  • Minimum of 30 credits in an area-specific breadth or Liberal Arts Breadth
  • Minimum of 36 credits of Upper Division coursework 
  • Requisite coursework for competence and breadth based on a degree plan
  • Documented college-wide learning outcomes through all course work (doing so creates the general education requirement)
  • Orientation (On-Campus Undergraduates: Wilderness or Community-Based)
    Writing Certification I, II and III (Research Paper for Online Undergraduates)
    Core Curriculum (On-Campus Undergraduates: CC1, 2, 3 and 4; Online Undergraduates: PASS1, PASS2, and Core Seminar)
  • Math Certification
  • Approved Degree Plan
  • Completed Senior Project
     

Further information for Credits within the competence

  • 60 credits in the Competence
    • 30 of which are Upper Division (for double competence, each competence has 45 credits, 24 are Upper Division)
  • Required courses (do not count towards course credit in distribution areas):
    • Foundations of Education
    • Curriculum Design, Assessment & Evaluation
    • Working in Schools: Orientation
  • Distribution areas for intended departmental outcomes
    • Minimum of two courses* in Education Fundamentals
    • Minimum of three courses* in Education Methodology
    • Minimum of one course* in Instructional Design & Practice
    • Minimum of one course* in Education & Society
  • Senior Project
  • Additional Education or related interdisciplinary courses
    * = number of courses refers to full course equivalents (either 4 PC credits, or 3 transfer credits)
Education (BA) Faculty
Abby Yost

Abby Yost

Associate Faculty of MEd, Undergraduate Programs

abby.yost@prescott.edu

Ellen Bashor

Ellen Bashor

Adjunct of Undergraduate Programs

ellen.bashor@prescott.edu