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RES PowerFuse 2010 Basic
Question: 85
With application license control enabled for all applications, where can an administrator
find a detailed report on application license usage?
A. Usage Tracking
B. Instant Reports
C. Modification Log
D. Workspace Analysis
Answer: A
Question: 86
Which of the following rules can be used with Zones?
1. USB serial number
2. Active Directory Site
3. Hardware requirement
4. Terminal Server listener name
A. 1 and 2
B. 3 and 4
C. 1, 3, and 4
D. 1, 2, 3, and 4
Answer: A
Question: 87
When authorizing a blocked file from the Read-Only Blanketing Log, which permissions
are available?
A. Read/Write
B. Execute/Modify
C. Read/Modify
D. Execute/Write
Answer: B
Question: 88
What can an administrator do with the Workspace Model?
1. Enable or disable a specific feature in RES PowerFuse
2. Change a feature's mode for a specific Workspace Container
3. Analyze the impact of a specific setting in RES PowerFuse
A. 1 only
B. 1 and 2
C. 3 only
D. 1 and 3
Answer: B
Question: 89
What is the best practice to deny alladministrators’access to the node "Diagnostics"
EXCEPT for one user called ADMIN?
A. Modify the Administrative Role Technical Managers for all the administrators and
create a new full access role for ADMIN.
B. Create a new role for all the administrators and verify that the Technical Managers role
is assigned only to ADMIN.
C. This is not possible because "Diagnostics" is a global node and cannot be assigned to a
certain Administrative Role, Filter, or Scope.
D. Create a Filter for all the administrators and verify that the Filter does NOT apply to
Answer: B
Question: 90
Automatically setting the Workspace Composer as default shell is possible if
1.Anadministrator performs an unattended installation of RES PowerFuse.
2.AConsole Only installation of RES PowerFuse is performed.
3.ARES PowerFuse installation is performed on a Terminal Server.
A. 1 only
B. 2 only
C. 1 and 2
D. 1, 2, and 3
Answer: D
Question: 91
Which entry is recorded in the Audit Trail?
A. Granted access
B. Locked account
C. Security warning
D. Actions error
Answer: A
Question: 92
Given the following: In an environment running the Workspace Extender, Internet
Explorerrunsas a subscribed application The file association 'http' is added to the
subscribed application Internet Explorer and the setting 'Also register this command on the
client using the Workspace Extender is enabled. What will happen when a user clicks an
http link in a Terminal Server session?
A. RES PowerFuse will start the Terminal Server's Internet Explorer.
B. RES PowerFuse will start Internet Explorer as a workspace extension.
C. RES PowerFuse will start the default application for the http file association.
D. RES PowerFuse will start the client's default application for the http file association.
Answer: B
Question: 93
When a Drive Mapping has been configured with Access Control > Identity, Access
Control > Locations & Devices, and Workspace Control, it will be applied to the user if
A. Access Control > Identity, Access Control > Locations & Devices, and Workspace
Control match the user's session.
B. Access Control > Identity settings match the user's session; Access Control > Locations
& Devices and Workspace Control are optional.
C. Either Access Control > Identity or Access Control > Locations & Devices matches the
user's session; Workspace Control is optional.
D. Workspace Control matches the user's session and either Access Control > Identity or
Access Control > Locations & Devices matches the user's session.
Answer: C
Question: 94
Which statements are true about User Registry Actions?
1. To replace the imported registry settings, import a new registry file and perform a
"differential merge."
2. To remove a specific registry key from the user registry, use "toggle-remove."
3. To import only changed settings, import a new registry file and perform an "incremental
A. 1 only
B. 2 only
C. 1 and 2
D. 2 and 3
Answer: B
Question: 95
Can an administrator configure both Access Control for an Administrative Role and
Access Control for the Scope of that Administrative Role?
A. No, this is not possible.
B. Yes, this is possible but unnecessary, because Access Control for the Administrative
Role will overrule Access Control for the Scope.
C. Yes, this is possible; both sets of Access Control will be used to determine which users
have access to the Administrative Role.
D. Yes, this is possible; one applies to which users have access to the Administrative Role
and the other applies to the settings these users will see.
Answer: D
Question: 96
Which of the following tasks are performed by the RES PowerFuse Agent Service?
1. Checking datastore connectivity
2. Unlocking and locking the User Registry
3. Handle license requests
A. 1 only
B. 1 and 2
C. 2 and 3
D. 1,2, and 3
Answer: D
Question: 97
Which of the following Statements is true regarding the Desktop Sampler?
1. It can be installed on a Terminal Server.
2. It can be installed on a workstation.
3. It can be installed using command line parameters.
A. 1 only
B. 1 and 3
C. 2 and 3
D. 1, 2, and 3
Answer: D
Question: 98
What RES PowerFuse feature must an administrator use to monitor if users save files to
the local hard drive of their computers?
A. Read-Only Blanketing in Enabled mode
B. Read-Only Blanketing in Learning mode
C. Files and Folders in Enabled mode
D. Files and Folders in Learning mode
Answer: D
Question: 99
Several sub processes are presented below. Which of the following sub processes does the
RES PowerFuse Agent Service contain?
1. resop
2. pwrcache
3. islogoff
4. memshield
A. 1, 2, and 3
B. 2, 3, and 4
C. 1, 3, and 4
D. 1, 2, 3, and 4
Answer: A
Question: 100
A Workspace Container consists of
A. Organizational Units
B. computersrunning the RES PowerFuse Agent
C. Zones based on (partial) computer name
D. applications which are made available for a specificuser
Answer: D
Question: 101
Which RES PowerFuse component or tab provides users with information about
application availability, distribution, and responsibility?
A. Workspace Preferences > Diagnostics
B. The TaskList button
C. PowerHelp
D. The RES PowerFuse Workspace Composer / About
Answer: B
Question: 102
Which of the following file types can be directly imported when creating a new
1. .LNK
2. .OSD
4. .EXE
A. 1 and 4
B. 1, 2, and 4
C. 2, 3, and 4
D. 1, 2, 3, and 4
Answer: C
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RES PowerFuse teaching - BingNews Search results RES PowerFuse teaching - BingNews Student Teaching Program

Working under the supervision of the chairs or other designated faculty of the departments or programs in which they teach, Teaching Fellows are the instructors of record for their courses and assume independent responsibility for these classes. They may also participate in pedagogy workshops (if they have not done so already) and college faculty orientations. Teaching Fellows may lead courses within their own disciplines or in related, interdisciplinary subjects. They may also teach courses that are intended to develop research skills and other proficiencies, such as mathematics and statistical methods. Generally, Teaching Fellows have already had experience in the classroom as Teaching Assistants or in some other capacity, and have taken a class on teaching or had some other form of pedagogical training.

While the Provost’s Office coordinates the application process for Teaching Fellows, the departments and programs that sponsor these courses are responsible for making all hiring decisions. Applicants are strongly encouraged to attend information sessions in the fall semester to learn more about the selection process, the required qualifications for the courses that they would like to teach, and helpful suggestions for putting together a strong application. Applicants should also review carefully the materials posted on this site, as they can be useful during the application process.

2024–2025 Teaching Fellowships
The application for the 2024–2025 academic year will open November 6th. 

Minimum Eligibility Requirements
Applicants must meet the following minimum requirements for appointment by the time of application. Please note: Some departments have additional required and/or preferred qualifications (these will be posted when the TF application is made available in the current application cycle). Teaching Fellowships are highly selective, and meeting the minimum stated requirements does not ensure selection.

  • Students in programs that offer doctoral degrees at The New School must be accepted into a doctoral degree program at the time of application.
  • Students must be matriculated (i.e., enrolled in courses or maintaining status) in the semester(s) in which they will be Teaching Fellows.
  • The chair or director of the hiring department or program may set additional preferred qualifications for Teaching Fellows (e.g., teaching experience or previous conferral of a master’s degree).
  • Students may not have a grade of "incomplete" for more than one third of their courses.
  • Students must have achieved a minimum cumulative GPA of 3.4.
  • Students must be within the time limit for attaining their degree.

Master's Students
Students enrolled in terminal master's programs (or programs that offer only a master's degree at The New School) must be finished with 50 percent of their master's degree program by the end of spring 2023 (or the end of summer 2023 for March and MFA Photography students). Students who expect to complete 50 percent of their program by these later dates will be deemed “Tentatively Eligible” at the time of application, and a final review of eligibility will occur once grades are posted for the spring semester.

Basic Responsibilities
All Teaching Fellows are expected to:

  • Attend and lead all class meetings
  • Make themselves available to students who need individual academic assistance
  • Develop and/or revise syllabi as needed in consultation with the chair or director of the department or program sponsoring the course
  • Determine and/or clarify course goals and objectives for student learning in consultation with the chair or director of the department or program sponsoring the course
  • Develop all assignments in consultation with the chair or director of the department or program sponsoring the course
  • Assess student learning, including assignments, papers, projects, attendance, and participation
  • Provide grades and other feedback to students in a fair, transparent, and timely fashion
  • Meet university deadlines for the submission of attendance rosters and grades
  • Use required university systems, such as Starfish
  • If the course is online, complete Canvas tutorial before the beginning of semester teaching
  • Familiarize themselves with student services and other academic support so that students can be referred for support or assistance as needed
  • Abide by all university academic and personnel policies and guidelines, including completion of the FERPA tutorial

Please consult this document for an overview of the differences in responsibilities between Teaching Assistantships and Teaching Fellowships.

Specific duties will be outlined in your appointment letter. Under no circumstances should a TF work more than the assigned number of hours, perform duties not assigned, work outside of the semester in which they are appointed, or pay for work-related expenses.

Application Process
Before applying, carefully read the information below and review the TF Opportunities Document. You can indicate your preference for two to four TF courses on the online application. The application deadline in Wednesday, November 30.

To apply, log in to the university careers website:

  1. Click the "Students" button.
  2. Select the job in Teaching Fellowships 2024–2025.
  3. Click on "Apply to This Job."
  4. Create an account if you do not yet have one.
  5. Following the instructions, complete and submit the online application form.

Provide a cover letter of no more than two pages that includes the following information:

  • Your academic and professional goals
  • The projected timetable for completion of your degree
  • Your teaching philosophy (e.g., how you structure a course, how you take differences in learning styles and abilities into consideration when leading discussions or planning lectures, and how your own personal and academic experiences influence your thinking about education)
  • A brief statement explaining why you teach and what you value most about education
  • Your approach to evaluating and assessing students
  • Your general teaching interests (please be sure to list a teaching interest selected from the programs that are hiring. Many programs do not hire TFs and will not be reviewing applications.)

Also provide a curriculum vitae that includes the following information:

  • Your educational background (including master's work and thesis topic, if available)
  • Any academic honors that you have received
  • Your areas of specialty and competence
  • Your dissertation topic
  • Your professional experience, especially teaching
  • Any professional development or training that you have had, especially teaching
  • Languages

Some programs also require a short paragraph describing each of two to four courses you would be interested in teaching, with a statement on why you would like to teach them. While some of the programs hiring Teaching Fellows will consider these course proposals, most assign to TFs existing courses that are needed for their majors. A checklist for each program's required application materials and additional program-specific eligibility requirements will be distributed when the TF application is made available in November.

2024–2025 Application Process Timetable
Monday, November 6, 2023
The Teaching Fellowship application form is available on the careers website. Applicants should carefully review the available TF positions and the additional preferred qualifications before applying.

Mid- to Late November 2023
Three TF application Information Sessions hosted by the Provost's Office will be held. See this link for dates and times and information on how to sign up.

Friday, December 8, 2023
The deadline for submission of all application materials. 

Monday, January 8, 2024
Graduate students are emailed notification of their status: Not Eligible, Tentatively Eligible, or Eligible.

Mid-January to early March 2024
Program directors and department chairs are given access to Teaching Fellowship applications. Students may be contacted for interviews anytime between mid-January and early March.

April–May 2024
Colleges notify students if they have been selected as Teaching Fellows.

Please note that additional opportunities may become available throughout the months leading up to each semester. When this happens, appropriate application materials will be distributed for review to the programs and departments that make hiring decisions.

Questions should be sent to TeeShanee Johnson, Assistant Director for Academic Affairs, at [email protected]. A detailed FAQ is also available.

Thu, 12 Oct 2023 07:29:00 -0500 en text/html
Teaching Academy

Recognizing and developing Purdue’s best teachers

What is the Teaching Academy?

The Teaching Academy at Purdue strives to bring together the best teaching faculty and graduate students across campus to create a collective voice for teaching excellence. Members are nominated and selected by their peers.

In partnership with the Office of the Provost and the Center for Instructional Excellence, the Teaching Academy sponsors a variety of programs and activities fostering educational creativity, innovation, and effectiveness both in- and outside the classroom. Additionally, the Teaching Academy supports and encourages teaching faculty and graduate students to apply for teaching awards honoring and recognizing excellence in teaching.


Membership in the Teaching Academy recognizes outstanding and scholarly teaching in the graduate, undergraduate, or engagement programs of Purdue University.

Nomination Process

Become a Teaching Academy Member!


Learn more about our Teaching Leadership Awards

Get Involved

  • If you are already a Teaching Academy member, consider serving on the Teaching Academy Executive Council
  • Participate in a small working group to further teaching excellence on campus
  • To get involved, contact the chair of the Teaching Academy, Kim Illingworth, at
Sun, 25 Sep 2022 09:33:00 -0500 en-US text/html
Teaching Matters Teaching Matters : NPR

Teaching Matters Teaching Matters is an audio series exploring the unique needs of students.

The Need for Computer Science Education

Since the time of Sputnik, national education reform initiatives have made the case for integrating science, technology, engineering, and math into education at greater levels. Dr. Whitney Dove, CEO of Ellipsis Education, suggests that even greater attention should be given to computer science instruction. Dr. Dove discuses the need for holistic computer science curriculum as well as intentional professional development for computer science teachers. Learn more at:

The Need for Computer Science Education

Empowering Teachers and Students for Success

Randi Economou is a former educator and current CEO of Capstone, an educational technology and publishing company dedicated to equitable access to education. In this discussion, Randi narrates her journey from the classroom to being an industry leader and also explains her perspectives on the need for high quality educational resources to empower teaching and learning.

Empowering Teachers and Students for Success

A case study of internships at the Ulster (NY) Board of Cooperative Educational Services

Internships are commonly identified as a high-impact learning opportunity for students attending higher education institutions. Less frequently are internships discussed as a valuable learning tool for high school students. In this episode, Peter Harris, an Assistant Superintendent at the Ulster County (NY) Board of Cooperative Educational Services (BOCES), discusses the benefits of the engaging students with industry leaders to promote community building, career preparation, and learning.

A case study of internships at the Ulster (NY) Board of Cooperative Educational Services

Global competence skills and Artificial Intelligence: A discussion with Dana Mortenson

Following the release of ChatGPT, artificial intelligence has rapidly become one of the most disruptive technology innovations in education. Though still early in adoption, the near-future impact of AI on teaching and learning is apparent. Dana Mortenson, CEO of the education non-profit World Savvy, discusses how AI technology can be facilitative in promoting global competence, inclusivity, and active learning approaches that help students develop assets as responsible global citizens.

Global competence skills and Artificial Intelligence: A discussion with Dana Mortenson

High-Dosage Online Tutoring

The use of online synchronous communication tools in education has dramatically increased because of ubiquitous access to technology as well as external pressures such as the Pandemic. Remind is an online platform that facilitates easy communication between teachers, students, and families. Recently, Remind expanded its services to include online Tutoring. In this episode, Remind President and CEO, Quenton Cook, discusses the potential for online tools to provide robust options for high-dosage tutoring to help students achieve at higher levels.

High-Dosage Online Tutoring

Authentic Pedagogy and Student Achievement

Don Berg is an education researcher and practitioner who has focused his career on understanding how to better enact authentic pedagogy that equitably serves students. He has authored multiple books, the most latest of which is the 2022 publication, Schooling for Holistic Equity: How to Manage the Hidden Curriculum for K-12. In this discussion, Don explains his perspective on authentic pedagogy as well as the fake achievement, resulting from an over-emphasis on standardized testing, that can hamper students' growth.

Authentic Pedagogy and Student Achievement

The Story of SEL at Jeanne Meadow Elementary

As we navigate to post-pandemic normalcy, schools are seeking ways to address achievement gaps heightened by the pandemic while also addressing the wellbeing of students, faculty, and families. Dr. JuDonn DeShields, Chief Program and Strategy Officer from the education nonprofit PowerMyLearning, discusses a case study of how Socio-Emotional Learning (SEL) was integrated into Meadows Elementary in San Jose, CA. This case study narrates the power of distributed leadership, innovation, and empowerment stemming from an integrated rather than "another thing" approach to SEL.

The Story of SEL at Jeanne Meadow Elementary

Empowering Learners with reading Instruction: A conversation with Tyson Smith

Ample evidence shows that reading proficiency is one of the most important skills developed by students. Our guest, Tyson Smith, is the CEO of reading Horizons, a publishing and technology company that specializes in reading instruction. Tyson discusses his passion for eradicating illiteracy, the vital confidence cultivated through robust reading instruction, and new trends in technology that empowers both teachers and learners.

Empowering Learners with reading Instruction: A conversation with Tyson Smith

The COVID-19 Effect on Achievement

Since the winter of 2020, students across the globe have experienced significant disruption to learning because of the COVID-19 pandemic. Remote learning, anxiety, economic instability, and a host of other social and cultural factors have negatively impacted students' experiences. A recently released report titled, How Kids are Performing: A Snapshot of K-12 Academic Performance and Growth, analyzes these trends and makes recommendations. Dr. Gene Kerns, Vice President and Chief Academic Officer for Renaissance, publisher of the report, discusses findings and recommendations for improved achievement.

The COVID-19 Effect on Achievement

Critical Media Literacy

Pew Research reports that 46% of teens report using the Internet "almost constantly." Because of such rampant consumption of media, our students, and in fact, all of us, need robust tools for critically analyzing media. We are joined by two authors of a 2022 book titled, The Media and Me: A guide to critical media literacy for young people. Allison Butler and Nolan Higdon discuss multiple areas of literacy important for consumers of digital and social media as well as ways in which teachers could integrate those concepts into already-existing lessons and curriculum.

Sun, 12 Nov 2023 09:59:00 -0600 en text/html
Teaching & Education Jobs No result found, try new keyword!Often referred to as the most satisfying job, teaching can be both passion and crusade for those with the right drive. If you have a joy for training and instructing a teaching role could be a ... Mon, 03 Jul 2023 14:40:00 -0500 en text/html Teaching & Learning

Higher Education News, Opinion and Careers | Weekdays

Quick Summary of the Week's Higher Ed News | Fridays

Admissions and Enrollment News, Opinion and Careers | Mondays

Diversity News, Opinion and Career Advice | Tuesdays

Student Success News, Ideas, Advice and Inspiration | Weekdays

Expert advice on how to succeed professionally | Thursdays

Wed, 22 Jun 2022 10:04:00 -0500 en text/html
How Farmers Are Teaching Old Tractors to Think for Themselves By
Bob Tita | Photographs by Kaiti Sullivan for The Wall Street Journal Sat, 04 Nov 2023 01:40:00 -0500 en-US text/html Teaching Tips

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Teaching Tips from the TLC is the Teaching and Learning Center's blog. Regular posts include brief, practical, research-based strategies for improving students’ learning, as well as tips for managing workload and stress. Drexel faculty and staff can read Teaching Tips from the TLC [requires Sharepoint Login] on Drexel University's SharePoint site. Check back often —new tips are added every few weeks!

Tue, 31 Oct 2023 13:50:00 -0500 en text/html
Transition to Teaching as a Second Career

Transition to Teaching as a Second Career

Drexel University School of Education

There are few careers that are as rewarding and in demand as the field of teaching. In Pennsylvania, approximately 1.8 million students attending schools in 500 public school districts. According to the US Department of Education, Pennsylvania is facing a shortage of credentialed teachers in high need subject areas such as STEM (Science, Technology, Engineering and Mathematics), special education, and English as a second language. In regard to STEM, Pennsylvania has set a goal to increase enrollment in STEM subjects by 10,000 by 2020 by expanding STEM offerings in public schools. Drexel is a proud partner in this effort and is working with the School District of Philadelphia to create a pipeline of STEM teachers in city schools through our Philadelphia Teacher Residency Program.

Whether you are interested in teaching STEM, ABA careers, or any other subject, Drexel has several educational programs to help you complete the courses needed to earn teacher certification.

If you are changing careers or if you’ve come to the realization that the field you earned a degree in is not for you, Drexel University can help you make a smooth transition into a career in teaching.

How to Make a Career Change to Teaching

When starting your career in teaching, you need to decide which subject area is the right fit for you and your strengths. For example, if you are interested in helping children develop their skills in an elementary school setting in PA, then an elementary education level (Pre-Kindergarten - 4 or Grades 4-8 in a single or dual subject areas e.g. math/English, science/English or Math/Science) is the credential you will need. Likewise, if you have a strong interest in biology, and wish to teach in a high school in PA, then you will need a secondary teaching certification in Biology (Grades 7-12).

Drexel students can choose from multiple paths to earning teacher certification. You can choose to earn a teaching credential through a bachelor’s or master’s degree program that embeds teacher certification requirements, or by enrolling in post-bachelor’s teaching certification only program.

Do you Need a Master’s Degree to Teach?

No, you do not need a master’s degree in order to become a K-12 teacher. There are many alternative pathways to become a licensed educator. Students who have a bachelor’s degree may enroll in a teacher certification program. At Drexel, students in the teacher certification program take only the courses required by the Pennsylvania Department of Education for teacher certification.

Students without a bachelor’s degree can enroll in our BS in Education program. Drexel is happy to ease the transition to teaching by offering courses online or on-campus to fit the student’s schedule and learning preferences.

Drexel’s Field Placement Office works with teacher education students to place them in a school that is convenient for them so they can earn the required number of hours of student teaching.

Students may choose to enroll in Drexel’s MS in Teaching Learning and Curriculum: Teacher Certification Track to obtain additional knowledge about teaching and learning. The benefits of a master’s degree in education include a higher salary as a teacher, and the ability to enroll in a principal certification program in the future.

I want to be a Teacher in Pennsylvania, but don’t have a Bachelor’s degree

In order to teach in a classroom in Pennsylvania, you will need to have a bachelor’s degree. Drexel offers our Bachelor of Science (BS) in Education program both on-campus and online, giving you flexibility to choose the program that best fits your needs. Within the BS in Education program, you can choose which teaching certification area you would like to pursue. Upon successful completion of the program, you will be recommended to the Commonwealth of Pennsylvania for an initial teaching credential and be on your way to transition to a teaching career.

I want to be a Teacher in Pennsylvania and have a Bachelor’s degree (but not in Education)

Students with a bachelor’s degree have 2 options to earn teacher certification. You can choose to enroll in the Master of Science in Teaching Learning and Curriculum: Teacher Certification Track, or enroll in one of Drexel’s post-baccalaureate, state-approved teacher certification only programs. The biggest difference between the Master’s program and the certification program is the number of credits. Students enrolled in a teacher certification program take only the state-required courses for a specific teaching credential and usually complete the program faster than students in the Master’s program. The core of the Master’s program are the courses required by the State for certification. The additional courses required to round out the degree provide a more robust education preparation experience, possible additional teaching credentials and, in most cases, a higher salary upon completion. Most school districts pay higher salaries to teachers with a master’s degree in education than teachers with a bachelor’s degree.

Types of Teaching Certifications

Drexel University offers a wide range of teacher certification options for those looking to get into teaching, including:

  • Early Childhood/Elementary Education (grades PreK-4)
  • Elementary Education/Middle Grades (grades 4-8)
    • Math & Science
    • Math & English
    • Science & English
  • Secondary Education (grades 7-12)
    • Biology
    • Chemistry
    • Earth and Space Science
    • English
    • General Science
    • Mathematics
    • Physics
    • Social Studies

Drexel also offers additional certifications and endorsements for previously certified teachers to ‘add-on’ to their initial teaching certificate including:

  • Advanced Teaching and Curriculum Certificate
  • Autism Spectrum Disorders Endorsement
  • Instructional Technology Specialist Certification
  • Mathematics Learning and Teaching Certificate
  • Reading Specialist Certification
  • School Principal Certification
  • School Superintendent (offered within the EdD program)
  • Social, Emotional and Behavior Wellness Endorsement
  • Special Education Certification
  • Special Education Leadership Certification
  • STEM Education Endorsement
  • Teaching English as a Second Language Certification

Obtaining another state’s equivalent teaching credential is fairly straightforward if you are interested in teaching outside of Pennsylvania and earn your initial teaching license through Drexel University. Requirements vary slightly from state to state, but most require a Program Verification form or letter from the PA teacher certification program you completed and appropriate scores on any state-required content area exam. You should check with your state’s department of education to determine what is required to obtain the non-PA’s equivalent credential once recommended for PA teacher certification by Drexel. Drexel University Online has created a Teaching Certificate Interstate Reciprocity and Transfer Guide with links to transfer policies from every state.

Teacher Certification Programs at Drexel University

Drexel University School of Education offers a wide variety of bachelor’s and graduate online teaching certification programs to prepare students for successful careers in the classroom.

Current Teacher Certification Programs

BS in Education (online or on-campus)

The BS in Education is ideal for those who do not have a bachelor’s degree but would like to earn teacher certification. The program is offered as an on-campus program at Drexel University or entirely online. Students complete coursework required for teacher certification by the Pennsylvania Department of Education, as well as a variety of field experiences, co-ops, and student teaching. The online program prepares students for the PA Pre-Kindergarten through Grade 4 (PreK-4) teaching credential at the conclusion of the BS degree program or PreK-4 with special education certification. The on-campus program prepares students for all teacher certification tracks including pre-school, elementary, middle, and secondary grades, as well as special education. The on-campus program typically takes 4-5 years to complete while the part-time online, degree completion program generally takes anywhere from 2.5 to 5 years to complete depending on how many credits the candidate has taken elsewhere transfers into Drexel’s program.

Post Baccalaureate Teacher Certification (elementary, middle, or secondary grades)

Drexel’s post-baccalaureate teacher certification programs are ideal for students who already have a bachelor’s degree and want to earn PA teaching certification in early childhood/elementary (prek-4), elementary/middle grades (4-8), or secondary (7-12) grades. Students take courses part-time online and are required to complete student teaching experiences. The elementary certification program (42 credits) typically takes up to 2.5 years to complete, while the secondary certification program (30 credits) takes 2 years to complete.

MS in Teaching Learning and Curriculum: Teacher Certification track (elementary or secondary grades)

Students looking to earn teaching certification online and a master’s degree should choose Drexel’s MS in Teaching Learning and Curriculum- Teacher Certification track program. Students complete the same courses offered in the post-baccalaureate teacher certification program, as well as additional master’s level courses. Students typically choose this track to better develop their teaching skills, as well as potentially earn a higher salary as a teacher with a master’s degree in education. Students can choose to take courses required for elementary (prek-4) or secondary (7-12) teacher certification. The program ranges from 45-47.5 credits and typically takes 2.5 – 3 years to complete.

Graduate Intern Teaching program

Drexel University’s Graduate Intern Teaching program is ideal for those who currently work in a classroom in Pennsylvania, but are not yet certified. To be considered for the program, students must have a bachelor’s degree in an area related to the subject they want to teach, i.e. a bachelor’s degree in biology for someone who is seeking to become a biology teacher, as well as pass the appropriate Praxis content area test required for PA teacher certification. Students in the program take graduate courses required to PA teaching certification and can be completed in 9-16 months.

Philadelphia Teacher Residency program (Grades 4-8 and secondary grades 7-12) math and science subjects)

The Philadelphia Teacher Residency Program is a full-time, 12-month accelerated teaching program that prepares students to teach STEM subjects Philadelphia schools. Students work side-by-side with a mentor teacher in their chosen certification area for a full year while completing courses required for PA teacher certification. Students can choose to earn teacher certification or take additional classes to earn a master’s degree after they are certified in the areas of teaching, learning and curriculum.

In some cases, grant funded opportunities become available to help provide highly qualified candidates with financial support to the candidate while they complete their full-time, teacher residency under the guidance of a Mentor Teacher.

Learn more about a mid-career switch to teaching by requesting more information about our programs.

Students who complete a Drexel University teacher certification program are offered 2-years of free post-program support from faculty in the School of Education who can assist in areas such as lesson planning, classroom management, best practices for reaching unique students, and more.

If you have questions about any of Drexel’s teacher certification programs, or if you would like to start an application, please visit our Admissions page.

Learn more about a mid-career switch to teaching by requesting more information about our programs.

Teaching Salaries in PA: What to Expect

Teaching salaries in Pennsylvania vary widely between school districts. According to the US Bureau of Labor Statistics, the average teaching salary in Pennsylvania was $61,730 for an elementary school teacher and $64,380 for a secondary school teacher. Several factors impact how much a teacher is paid including years of service in their district, level of education, additional certifications and endorsements. Teachers can earn higher salaries by earning a higher education degree like a master’s degree, and/or earning additional certifications in a field that will make themselves more desirable to a school i.e. special education, ESL, reading specialist, etc.

Why I Teach

Here are a few testimonials from Drexel University School of Education alumni on why they choose to become a teacher:

To be a teacher means to be a positive influence on every on every student, every single individual. You have to know their strengths, and weaknesses and their personality styles. To be a teacher is to be a motivator, to be a lover of knowledge and to implement that on other students.

-Angelique Giannascoli
BS in Elementary Education ‘16

The unique community of young educators, mentor teachers, site directors, facilitators, and professors created by the Philadelphia Teacher Residency Program has been invaluable to my first year teaching and I believe it is the most important asset to the program

-Ethan Rioux
Philadelphia Teacher Residency Program Graduate

If you have questions about any of Drexel’s teacher certification programs, or if you would like to start an application, please visit our Admissions page.

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Application Guidelines


All Miami University full-time instructional faculty who have responsibility for teaching and/or coordinating a course are eligible for a variety of university initiatives designed to promote affordable and open educational resources. All faculty may participate in the OER Explore workshop. 

Faculty may apply for the OER Adopt, OER Create, Course Pack Consultation Service, and Alternate Textbook programs.


Applications are considered on a rolling basis during the academic year. Applications which are submitted between April 1 and August 1 will be reviewed early in the following fall semester.

Application forms can be accessed via a Canvas site. Please contact Carla Myers, Scholarly Communications Coordinator, at or Amy Bergerson, Associate Provost and dean for undergraduate Education, at for access to the Canvas site. 

Applications will be evaluated using the following criteria:

  1. Completeness of the application;
  2. Ability to adopt or adapt a quality product and actively engage students in the learning process;
  3. Potential student savings, including consideration of the class enrollment and cost of existing materials;
  4. Average enrollment in the course and the frequency with which it is scheduled;
  5. Availability of suitable OER and/or affordable or free course material in major repositories;
  6. Likelihood that the applicant can and will complete the work involved in the timeframe;
  7. Sustainability of the resource beyond the initial use;
  8. Impact of the project on open or affordable education;
  9. Open licensing of adapted course materials (if appropriate);
  10. Accessibility and usability of the resource for all students.

Submissions that best describe available OER or affordable resources, the applicant’s ability to create affordable course materials or adopt/adapt OER, and possible additional assessment mechanisms will be judged more favorably.

The committee will not review applications:

  • Submitted after the application deadline;
  • With missing information;
  • From faculty members who have not submitted a Final Report on the outcomes of previous awards.

Applications meeting the following criteria will be given priority:

  1. Applications that have the potential to lower the costs of textbooks for a large number of students because the course has high enrollment, is taught frequently, or in multiple sections.
  2. Applications that include additional effective mechanisms to assess/compare student learning before and after the changes you plan to implement.
  3. Applications from faculty who have consulted and made effective use of librarians and/or CTE staff during the preparation of the application.

Review of Applications

Applications will be reviewed by the University Affordable and Open Educational Resource Committee (AOERC), in consultation with the appropriate department chair. Because there is no discipline-specific review, applications must be well conceived, clearly stated, and written in a language that can be understood by an audience of faculty peers from a range of disciplines.

Applications which involve a course taught by multiple faculty members should be accompanied by a statement from the department chair or director, supporting the application. In the case of multiple faculty proposers, the professional development funding will generally be divided among the faculty. However, if the faculty are proposing to try different OER or affordable resources for different sections of the same course to compare results, the faculty proposers will each receive full professional development funding.

For more information on OER and/or Affordable Learning, please see Libraries' OER LibGuide or contact Carla Myers, Scholarly Communications Coordinator at; 513 529-3935.

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Curriculum and Teaching

Welcome to the Program in Curriculum & Teaching

The Curriculum & Teaching graduate program at Teachers College, Columbia University, goes beyond a traditional education program to examine the issues in the field of curriculum through both theory and practice. You’ll have opportunities to become an expert in areas, such as curriculum development, school change and reform, action research and other school-based inquiry strategies. This distinctive program also has a strong commitment to social justice and equity in education. The Curriculum & Teaching program is ideal for educators who want to lead—in the classroom and in the field. Since you do not need to attend full-time, you can continue to work while you pursue your graduate degree.

The M.A. program in Curriculum and Teaching is a 32-credit program that does not lead to certification. The program aims to assist educators who expect to exert leadership in their school settings or in other curricular spaces. We support three shared philosophical stances underlying our long-standing tradition of preparing teachers as education leaders:

  • Teaching as inquiry
  • Teaching as curriculum making
  • Teaching for social justice

With careful planning and advisement, the program can be completed in 12 months starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time. This program offers considerable flexibility since it is not tied to certification requirements.

Learn More

The Curriculum and Teaching Professional Certification program develops educators who exert leadership in their school settings and with their colleagues. Students in our program graduate with a master of arts degree in either secondary or elementary education with New York State Professional Certification in grades 1-6 or 7-12 in English, Social Studies, Science, Technology, or Mathematics.

Learn More

The Ed.M. is an advanced master’s degree (between an M.A. and an Ed.D.) that offers a flexible program of study focusing on leadership in curriculum and teaching in a range of educational settings. This degree program offers students the opportunity to develop specialized understandings and a capacity for leadership in curriculum and pedagogy. Leadership is interpreted broadly in this program to include developing curricula, studying teaching, designing professional development, and engaging in action research, all with a focus on challenging inequalities and imagining new possibilities for education.

Learn More

The Department of Curriculum and Teaching offers a Doctor of Education (90-credit) degree with different areas of concentration. The program requires 90-credits of graduate study beyond the baccalaureate.

The concentrations within the Ed.D. program are:

  • Curriculum Studies
  • Early Childhood Education
  • Early Childhood Policy
  • Educational Leadership and School Change
  • Gifted Education
  • Literacy Education
  • Urban and Multicultural Education

Doctoral students in all concentrations may also take coursework to prepare themselves as teacher educators. For more information, please contact us directly.

Learn More

View As

Research in Curriculum and Teaching

Admissions Information


Application Requirements

  • Master of Arts
  • Master of Education
  • Doctor of Education
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