Dr. William (Turi) Braun, associate professor, Department of Exercise Science, received the Faculty of the Year Award at the Scholar-Athlete and Faculty/Staff luncheon.

Dr. Ford Brooks, professor and interim chair, Department of Counseling and College Student Personnel, was invited to share his expertise on addictions and counseling in Counseling Today's article, "Hidden in Plain Sight."

Dr. George F. "Jody" Harpster was named the 16th president of Shippensburg University. Dr. Harpster earned his Master's of Science degree in Counseling and College Student Personnel Administration from the College of Education and Human Services.                                           

Ship's First Doctoral Degree Program is in the College of Education and Human Services! Find out more about the doctorate in educational leadership here.

MSW Graduates -- score above the national average, Graduate students from the joint Shippensburg & Millersville University MSW program, pass the licensure exam at a rate above the national average. Find out more about the Department of Social Work and Gerontology here.

Dr. Michele Bratina, assistant professor of criminal justice, had her manuscript titled "Latino Attitudes toward Violence: The Effect of Americanization" published in the Journal of Ethnicity in Criminal Justice. 

Dr. Sally Paulson, associate professor of exercise science, presented research on the importance of maintaining muscle strength later in life during the National strength and conditioning association’s (NSCA) national conference.

REMINDER: February 10 is the deadline for major changes for high demand majors

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College of Education and Human Services

Shippen Hall (352-360)
Shippensburg University
1871 Old Main Drive
Shippensburg, Pennsylvania 17257

Fax 717-477-4012 
General Email address:  

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Field Experiences - Level I


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 include the following expected outcomes:

  • 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.


Level I or “early” field experiences occur during freshman and sophomore years. Satisfactory completion of Level I Field Experiences is required for Professional Standing Level I and admission to (1) Professional Semester (early childhood and elementary majors) or (2) methods courses (all other education majors).

For more information about Professional Standing, refer to “Questions Frequently Asked” in the Office of Field Services Handbook.

Settings and Ativities

Education majors must document experience with children and youth in a variety of settings in urban, suburban and rural locations and with students having diverse learning needs. Settings may include public and private schools, summer camps, and daycare, church and community organizations. Activities may include tutoring, focused observing, team teaching, interviewing, and coaching.

Number of Hours of Eperience

The required number is determined by each certification program. Discuss with your academic advisor. Some hours may be “self-initiated”—that is, facilitated by you. Others will be course-required, for example, by Educational Psychology and American School.

CAUTION! - Do not contact a school or district and request an experience.


  • School experiences require either (1) paperwork completed through the Office of Field Services or (2) a university professor's assistance with connecting you with a school. Complete and submit the Self-Initiated Experience Request Form to the Office of Field Services, Shippen 356.
  • Clearances - Many schools, agencies and organizations require background and TB clearances.

Documentation of Field Experience Hours

  • Elementary and early childhood majors document each experience on a LiveText log.
  • All other education majors, document each experience on the form, Record of Level I Field Experience, and submit to your academic advisor.

Forms and Information