Education is a science, but also a gift. Education is a career, and also a cause if you want to make a difference in the lives of others. The Millsaps Department of Education offers a major to equip future elementary education practitioners (K–6) as well as a minor for future secondary teachers (7-12) who desire to acquire deep content area expertise through majoring in their discipline (e.g. history, English, etc.) Successful completion of either a major or minor in education results in teacher licensure and thus opens the door to immediate employment after graduation. Numerous supplemental licensure areas are also available, including licensure in special education.
The streamlined and field-based program maximizes your time and potential. Whether in the classroom or a research setting, students will work closely with faculty mentors to develop the skills necessary to advance as an educational leader.
601.974.1355 | Email
BA, Rhodes College; MA, University of Pittsburgh; PhD, Washington University
601.974.1350 | Email
BA, Taylor University; PhD, Indiana University, Bloomington
"Teaching young people is no one-size-fits-all endeavor; it is the most complex challenge that any professional could ever undertake. It forces you to think about identity and philosophy and logistics in concert; you can’t effectively teach without being incredibly wise to all of the contextual factors at play. This is why I love being a teacher of teachers at a deep-thinking place like Millsaps College. I am especially interested in pushing the envelope of what is conceived as “traditional” literacy education, and I define literacy as an inherently social form of “meaning-making.” I enjoy exploring with students and practicing teachers just how reading and writing practices are shifting, adapting, or remaining the same as learners interact with new media.
"In all of my courses, students will find themselves surrounded by a variety of texts (e.g. articles, textbooks, podcasts, blogs) and a variety of instructional approaches (collaborative, project-based, etc.). They will constantly be pushed to make connections between their community-engaged learning experiences (often situated in schools) and the theories we are discussing in class. I believe that learning spaces are co-constructed, and I actively invite students to stamp their own identities, passions, interests, and question marks into the curriculum. Millsaps' commitments to cross-disciplinary connections and local-global partnerships make it a fertile space to explore the intersections of education, new media, society, and literacy practices in the 21st century."
601.974.1351 | Email
BS, Millsaps College; MAT, Trinity University; PhD, Louisiana State University
"To teach (science) is to become. To be a (science) teacher is to become in and with the world.
"From this perspective I approach the role of being a (science) teacher from two broad perspectives: one bound by fixed conventional descriptions of a K-12 classroom and the other as multidimensional, individual, constantly in flux navigating dynamic lived experiences. Individuals (e.g. neighbors, 4th grade teacher, kindergarten student, parents, or school principal) make meaning in a world that is inherently implicated within complicated social, cultural, political, and historical contexts. Consequently, it is imperative to approach the teaching and/or various processes of education as more than merely a professional endeavor, but one of ethics.
"I view all spaces, individuals, and structures as imbued with the ability to teach. Each discrete moment, programmatic structure, or expectation shape the ways all humans view themselves, ideas, and others. From the organizational features of an investigation in an elementary science classroom or a decision to recognize all individuals as always already “scientists,” each instance is an educative experience.
"Whether it is across the street or around the globe, I work with becoming-teachers to foster a community where science and one’s teaching practice can be critically (re)negotiated, (re)examined, and (re)imagined. Drawing on structured protocols to foster a safe community-based environment, I strive to remove hierarchical structures within classrooms so that learning shifts from an exclusive experience to one of inclusivity, as it relates to diverse ways of knowing and being."
Millsaps College has earned national accreditation from the Council for the Accreditation of Educator Preparation (CAEP) by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. Our excellence is demonstrated by this performance data:
Additional data will become publicly accessible over the course of the next two years as we develop plans for reporting information to meet requirements of annual CAEP accreditation. At this present time, we offer a CAEP accredited program.