Duquesne University has a private campus in the city center of Pittsburgh. Students frequently comment on our beautiful campus and its proximity to downtown Pittsburgh. At Duquesne University, you get the best of both worlds. While strolling academic walk to get to class, you’ll enjoy our beautiful campus with many green spaces and a distinctive view of the city skyline. When you’re ready to take advantage of everything Pittsburgh has to offer, you can take a short walk or bus ride. The PPG Paints Arena, home to the Pittsburgh Penguins and big-name music concerts is just one block from campus. Walk a few more blocks into town, and you’ll be in Pittsburgh’s Cultural District, where plays, concerts, comedy shows, and a ballet await. Prefer to shop or dine out? There are plenty of stores and restaurants downtown in the nearby neighborhoods, like SouthSide Works, Station Square, Oakland, and Shadyside. What are three highlights of the program specifically? First, the program is rooted in the spirit
and tradition of providing service to those that are underserved and doing so in a caring manner. In addition to learning math and science pedagogy to be a successful secondary-level teacher, this program emphasizes that successful learning also occurs through teacher understanding of individual students. Well-established is that positive teacher-student relationships result in greater student learning. In order to accomplish positive teacher-student relationships, the curriculum of this program focuses on positive behavior supports through fostering teacher understanding of the environmental, political, health, and a variety of other contexts of secondary students in urban environments and how those understandings may influence one’s classroom practices. Second, consistent with building 21st century skills in the secondary students our Fellows will teach, this program embraces the need for our Fellows to learn inquiry-based teaching strategies. Inquiry-based learning is a form of active
learning that begins by a teacher posing questions, problems, or scenarios, and then leading students through guided questioning and practice. Third, the program strives to integrate coursework and the student teaching residency. This is done by infusing elements of residency into classes that might not have otherwise done so. For example, a course might ask a Fellow to interview a mentor teacher regarding a topic discussed in class or to do a guided observation. Likewise, Fellow performance in residency might inform the curriculum of a particular course. In that way, we strive for the curriculum
to be adaptive based on fellow needs.