SCHEDULING NEWS:

Students may check the course listings in the myShip portal for the most up-to-date listing of available courses.

Summer Scheduling

Graduate scheduling for all summer courses begins Monday, March 25th. Online scheduling will be available as follows:

Term III Scheduling - March 25 - May 13 (drop)/May 14 (add)
Term IV Scheduling - March 25 - June 4 (drop)/June 5 (add)
Term V Scheduling - March 25 - July 9 (drop)/July 10 (add)

Undergraduate scheduling time tickets for summer courses begins April 1. Online scheduling will be available as follows:

Term III Scheduling - April 1 (or your start time) - May 13 (drop)/May 14 (add)
Term IV Scheduling - April 1 (or your start time) - June 4 (drop)/June 5 (add)
Term V Scheduling - April 1 (or your start time) - July 9 (drop)/July 10 (add)

Fall Scheduling

GRADUATE FALL SCHEDULING: March 25 - August 31 (Drop)/September 1 (Add)

UNDERGRADUATE FALL SCHEDULING: April 1 - April 22, 2013 and Schedule Clean-up April 29 - May 10, 2013

OTHER IMPORTANT DATES:

APRIL 2 - Last day to Withdraw from classes with a "W" grade for Part of Term 1 - Final Day (G & UG)

MAY 3 - Day and Evening Classes END.

MAY 6-10 - FINAL EXAMS

MAY 10 - Graduate Commencement Ceremony

MAY 11 - Undergraduate Commencement Ceremony

College of Education and Human Services
Shippensburg University
352 Shippen Hall
Shippensburg, Pennsylvania 17257

Dean's Office (Shippen Hall 352)
717-477-1373

Associate Dean's Office and Student Resources (Shippen Hall 356)
717-477-1141

Office of Field Experiences and Partnerships (Shippen Hall 354)
717-477-1487

Fax 717-477-4012

COEHS@ship.edu

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Field Experience & Partnerships and Student Teaching

Field experiences are the application side of preparation for teacher certification. Teacher candidates advance through three levels of field experiences, each becoming more intense. Field experiences provide actual settings in which to develop and demonstrate the knowledge, skills and dispositions necessary to help all students learn.

“All” implies the possibility of diverse learning needs. Such needs may surface with (a) students having exceptionalities; (b) students from varying geographical areas, ethnicities, races, religions or socioeconomic strata; or (c) students with gender, sexual orientation and linguistic differences. Shippensburg University Standards for Those Preparing to Teach, Lead, or Counsel in Public Schools includes the following expected outcomes:

Diversity Demographics Within Service Area

Knowledge: Teacher candidates demonstrate understanding of the differences in how students learn and know how to accommodate diverse learning needs.
Skills: Teacher candidates accommodate diverse learning needs through informed decision-making that supports academic success for all students.
Dispositions: Teacher candidates show respect for the diverse needs and talents of all learners and demonstrate commitment to helping them develop self-efficacy and achieve academic success.

Field experiences, too, are diverse. Interaction with students in a variety of settings helps teacher candidates confront issues of diversity that affect teaching and student learning. Strengthening teacher effectiveness in all contexts and with all students is the intended outcome.