Marywood University

What you'll study

This undergraduate programme focuses on the pedagogy and professional skills needed to teach at a specified K–12 level or subject area. Core study areas include educational psychology, curriculum design, assessment and data‑informed instruction, classroom management, differentiated instruction, literacy development, inclusive practices and educational technology. Students also take subject‑specific methods courses (for example, methods for elementary education, secondary mathematics, secondary science, language arts, social studies or special education) that connect content knowledge to age‑appropriate teaching strategies.

Courses are organised to move from foundational theory to applied practice. Typical modules and topics include:

• Foundations of Education and Learning Theories
• Subject‑Specific Methods and Curriculum Development
• Assessment, Measurement and Data Use in the Classroom
• Literacy and Language Development across the Grades
• Differentiation and Inclusive/Classroom Support Strategies
• Educational Technology and Instructional Design
• Classroom Management and Positive Behaviour Support
• Professional Ethics, Law and Family/Community Engagement

A major feature of the programme is sustained clinical practice: school‑based fieldwork and a culminating student teaching placement supervised by Marywood faculty and mentor teachers in partner districts. Students complete assignments and seminars that link classroom experience with ongoing professional development and reflective practice.

Entry requirements

Applicants should hold a high school diploma or equivalent. Typical entry expectations include a competitive secondary school record and completion of prerequisite coursework in English and mathematics. Many applicants strengthen their application with demonstration of volunteer or paid experience with children or adolescents. Some elements you may need to provide for admission or progression within the programme include:

• Official secondary school transcripts and any college transcripts if applicable
• Personal statement outlining interest in teaching and professional goals
• Letters of recommendation from a teacher, employer, or community leader
• Interview or information session with the School of Education (programme‑specific)
• Background checks and clearances required for school placements (local requirements must be met prior to fieldwork)

Progression to student teaching often requires meeting minimum course grades, a satisfactory professional disposition review, and completion of any state or institutional requirements for pre‑service teachers. Prospective students should consult Marywood University admissions and the School of Education for any state licensure prerequisites and for guidance on academic preparation.

Career prospects

Graduates are prepared for initial teacher certification and employment in public and private K–12 schools. Common career pathways include:

• Classroom teacher at elementary, middle or secondary levels, depending on certification
• Specialist roles such as literacy coach, curriculum coordinator or instructional coach
• Positions in special education support, intervention programmes and learning support services
• Education roles in non‑school settings, including after‑school programmes, museums and community education providers
• Progression to graduate study for advanced certification, administration, counselling or educational research

Alumni also pursue positions that support schools from outside the classroom, such as curriculum development, assessment consultancy and professional development leadership. The hands‑on practicum experiences and subject‑specific methods training position graduates to move quickly into classroom roles or postgraduate specialisms.

Why study at Marywood University

Marywood offers a personalised teacher‑preparation experience with small class sizes and direct mentorship from faculty who have school‑based experience. The School of Education emphasises reflective practice, ethical leadership and partnerships with regional school districts to provide sustained clinical placements and mentoring. Students benefit from a cohort model that fosters collaboration, on‑campus resources for literacy and instructional technology, and faculty guidance through certification and placement processes.

The programme is designed to integrate professional development across the undergraduate curriculum so that graduates enter the profession with practical classroom experience, a portfolio of lessons and assessments, and preparation for ongoing professional learning and career progression in education.