Secondary Education (BS)
Prepare for a career teaching high school students Social Studies, English or Math.
If you’re interested in sharing your passion and expertise within a specific subject, this innovative program will help you reach your goals. You’ll develop the skills to help you become a teacher that is capable of instructing and inspiring high school students. Being in secondary education is a personally rewarding career and has a bright future.
- Foundations of Education
- Preparation for Field Experience
- Teaching Process and Curriculum Design
- Field Experience
- Educational Psychology
- Experiencing Diversity
- Adolescent Psychology
- Teaching at the Secondary Level
- Computers Across the Curriculum
Take one of three paths:
- Social Studies
You can explore paths in:
- Math *
- Social Studies
The Thomas College program builds off the strength of our education programs, which are noted across New England for their success in preparing students for rewarding careers in classrooms and education settings. The Bachelor of Science in Secondary Education program meets Maine’s Standards for Initial Certification of Teachers.
* The Bachelor of Science in Secondary Education Math program at Thomas College is designed to fulfill the State of Maine endorsement for certification, but students should note that this program is not currently certified by the state, and students will need to apply directly to the State of Maine Department of Education for possible certification.
You can take…
- Learn how to apply technology in thoughtful ways in Computers Across the Curriculum
- Take on real-life challenges in developing a curriculum and teaching students in a clinical setting
You’ll graduate with the ability to…
- Explore, discuss, and create curriculum for diverse learning environments
- Understand individual development and the psychology of learning
- Manage a learning environment and collaborate with colleagues, experts, parents, and other education professionals
- Adapt knowledge to fit diverse student populations
- Use assessment methods and strategies as tools to evaluate student learning progress
Individualized instruction from leaders in education.
- Richard Biffle, Ph.D.Professor of Education and Instructor of Anthropology & ArchaeologyRichard Biffle, Ph.D.Professor of Education and Instructor of Anthropology & Archaeology
- B.A. in Political Science, University of California
- M.A. in Educational Administration and Leadership, Eastern Michigan University
- Ph.D. in Educational Anthropology, University of New Mexico
- Pamela Thompson, Ph.D.Professor of Education and Chair of the School of Education
- Wallace Alexander, Ed.D.Professor of Education
Recent courses taught:
- B.S. in Biology
- M.Ed from the University of Maine at Orono
- Ed.D from the University of Maine at Orono
- Association for Middle Level Education
- Maine Association for Middle Level Education
- Phi Delta Kappa
- Katahdin (Kate) Cook Whitt, Ed.D.Assistant Professor
- B.A. in Neuroscience and Music, Oberlin College
- M.S.Ed. in Secondary Science Education, Northwestern University
- Ed.D. in Learning Organizations, Wright State University
- Maine Teaching Certification in Secondary Science
- American Educational Research Association
- National Association for Research in Science Teaching
- National Science Teachers Association
- Maine Science Teachers Association
- Northeastern Educational Research Association
Wagh, A., Cook Whitt K., & Wilensky, U. (2017). Bridging inquiry-based science and constructionism: Exploring the alignment between students tinkering with code of computational models and goals of inquiry. Journal of Research in Science Teaching, 54(5), 614-641. doi:10.1002/tea.21379
Todd, A., Romine, W. L., & Cook Whitt, K. (2017). Development and validation of the learning progression-based assessment of molecular genetics in a high school context. Science Education, 101(1), 32-65. doi:10.1002/sce.21252
Cook, K., & Montgomery, J. (2012). The art and science of a STEM-driven curriculum. EdTech.
Cook Whitt, K. (2017, April). A structural model of elementary teachers’ knowledge, beliefs, and practices for next generation science teaching. Paper presented at the American Educational Research Association Annual Conference, San Antonio, TX.
Cook Whitt, K. (2015, April). The impact of reformed science teaching practices on student achievement. Poster presented at the American Educational Research Association Annual Conference, Chicago, IL.
Cook Whitt, K., Knodle, H., Wolfe, K., Lee, S. (2015). The power of computational modeling and simulation in the biology classroom. Workshop presented at the National Science Teachers Association National Conference on Science Education, Chicago, IL.
Cook Whitt, K., Novak, M., & Brady, C., (2015). Modeling key mechanisms of evolution and population biology. Short course presented at the National Science Teachers Association National Conference on Science Education, Chicago, IL.
Cook Whitt, K. (2014). Enactment of reformed teaching practices and student achievement. Poster presented at the Consortium for Research on Educational Assessment and Teaching Effectiveness, Williamsburg, VA.
- Ted Prawat M.F.A.Assistant Professor
- Katie Rybakova, Ph.D.Assistant Professor of Education
- B.S., English Education, Florida State University
- M.S., English Education, Florida State University
- Ph.D., Curriculum & Instruction, Florida State University
- 6-12th grade English/Language Arts
- ESOL Endorsement
- K-12 Exceptional Student Education certification
- Executive Director, Maine Association for Middle Level Education (state)
- Co-Chair, Conference on English Education Digital Literacies In Teacher Education Commission (national)
- MAMLE (Maine Association for Middle Level Education)
- NCTE (National Council of Teachers of English)
- CEE (Conference on English Education)
- SITE (Society for Information Technology and Teacher Education)
Rybakova, K. (In press). Using young adult literature with first generation college students in an introductory literature college course. ALAN Review, 46(1).
Rybakova, K., & Muir, M. (2018). Stories from the middle. The Leaflet. 20-26.
Witte, S. & Rybakova, K. (2017). Digging for deeper connections: Building multimodal text scaffolds. ALAN Review, 45(1), 98-106.
Rybakova, K., & Roccanti, R. (2016). Connecting the canon to current young adult literature. American Secondary Education, 44(2), 31-45.
Piotrowski, A., & Rybakova, K. (2016). Reading adolescents in dystopian YAL through the lens of feminism. GALA: A Journal of the Gender in Literacy and Life Assembly, 21, 23-30.
Witte, S., Rybakova, K., Kollar, C. (2014). Using transmedia and young adult literature with pre-service teachers. SIGNAL, Fall 2014/Winter 2015, 27-33.
Rybakova, K., Piotrowski, A., & Harper, E. (2013). Teaching controversial young adult literature with the common core. Wisconsin English Journal, 55(1), 37-45.
Rybakova, K., & Witte, S. (2014). Utilizing Pinterest based lesson plans. Florida English Journal, 49(2), 33-38.
Conference Proceedings: 2017 only listed, state and national:
Rybakova, K. (2017). The future is now. Respondent for roundtable session at the National Council of Teachers of English Conference, St. Louis, Missouri.
Rybakova, K., & Piotrowski, A. (2017). The next chapter in digital literacies: Teacher education for today and tomorrow. Co-chair of roundtable session at the National Council of Teachers of English Conference, St. Louis, Missouri.
Rybakova, K., & Piotrowski, A. (2017). Empowering our instruction: Voice, choice, and feedback methods. Panel presentation at the National Council of Teachers of English Conference, St. Louis, Missouri.
Piotrowski, A., & Rybakova, K. (2017). Capturing digital literacies in action: Using video to study students out-of-school literacies. Roundtable presented at the National Council of Teachers of English Conference, St. Louis, Missouri.
Rybakova, K. (2017). Beyond tools and trinkets: Facilitating effective digital learning at the middle level. Roundtable chair presented at the Maine Association for Middle Level Education, Point Lookout, Maine.
Hicks, T., et al. (2017). (Re)Envisioning our beliefs about technology and the preparation of English teachers, part I. Working session at the Conference on English Education, Ohio State University, Columbus, Ohio.
Rybakova, K., & Piotrowski, A. (2017). Teacher noticing patterns of preservice teachers. Combined roundtable presentation at the Conference on English Education, Ohio State University, Columbus, Ohio.
International Conference Proceedings:
Rybakova, K. (2016). Using screencasting as a feedback tool in teacher education. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016. Chesapeake, VA: Association for the Advancements of Computing in Education (AACE).
Rybakova, K., & Witte, S. (2016). Professional development 2.0: Teaching teachers about technology. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016. Chesapeake, VA: Association for the Advancements of Computing in Education (AACE).
Witte, S., Piotrowski, A., & Rybakova, K. (2016). Initiating instructional change through the use of 21st century literacies practice. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016. Chesapeake, VA: Association for the Advancements of Computing in Education (AACE).