Quality Matters (QM) Certified Courses and Reviewers

Course Number: ELI 102/401

Course Representative(s): Dana Cox

Date Recognized: December 14, 2022

Course Number: ELI 404

Course Representative(s): Darlene Key

Date Recognized: April 1, 2022

Course Number: ELI 101

Course Representative(s): Darlene Key

Date Recognized: November 10, 2021

Course Number: EH 224

Course Representative(s): David Hornbuckle

Date Recognized: September 12, 2023

Course Number: MK 303 QL/QX

Course Representative(s): Michele Bunn

Date Recognized: November 21, 2018

Course Number: HI 602 QL

Course Representative(s): Eta Berner, EdD

Date Recognized: November 7, 2018

Course Number: PH 201

Course Representative(s): Anna Lauren E Rast, Ph.D.

Date Recognized: April 19, 2019

Course Number: HEA 660

Course Representative(s): Mary Ann Bodine Al-Sharif

Date Recognized: March 11, 2023

Course Number: DB 410

Course Representative(s): Thomas DeCarlo

Date Recognized: December 22, 2021

Course Number: PY 212

Course Representative(s): Maria Hopkins

Date Recognized: October 25, 2023

Course Number: PSC 101

Course Representative(s): Angela Lewis-Maddox

Date Recognized: August 25, 2023

Course Number: OT 679

Course Representative(s): Elizabeth Barstow, Ph.D.

Date Recognized: August 29, 2022

Course Number: OT 677

Course Representative(s): Elizabeth Barstow, Ph.D.

Date Recognized: August 3, 2018

Course Number: CHHS 642

Course Representative(s): Retta Evans, Ph.D.

Date Recognized: September 26, 2018

Course Number: HB 613

Course Representative(s): Jereme Wilroy

Date Recognized: January 9, 2023

Course Number: SPA 206

Course Representative(s): Malinda O'Leary, Ph.D.

Date Recognized: October 9, 2018

Course Number: CHHS 689

Course Representative(s): Retta Evans, Ph.D.

Date Recognized: May 9, 2019

Course Number: CHI 101

Course Representative(s): Ling Ma

Date Recognized: August 24, 2021

Course Number: CHI 102

Course Representative(s): Ling Ma

Date Recognized: November 06, 2023

Course Number: JS 100 (10 weeks)

Course Representative(s): Martha Earwood

Date Recognized: February 7, 2019

Course Number: JS 100 (14 weeks)

Course Representative(s): Martha Earwood

Date Recognized: October 8, 2018

Course Number: EPI 600

Course Representative(s): Bill King

Date Recognized: October 19, 2018

Course Number: CJ 110

Course Representative(s): Jason Linville

Date Recognized: December 1, 2022

Course Number: HCS 575

Course Representative(s): Erin Blanchard

Date Recognized: September 15, 2022

Course Number: HI 611

Course Representative(s): Eta Berner, EdD

Date Recognized: January 8, 2021

Course Number: PHL 100

Course Representative(s): Joshua May

Date Recognized: December 08, 2023

Course Number: CJ 411

Course Representative(s): Hyeyoung Lim

Date Recognized: September 23, 2019

Course Number: CJ 511

Course Representative(s): Hyeyoung Lim

Date Recognized: August 14, 2019

Course Number: LS 246

Course Representative(s): Diane Crawley

Date Recognized: July 9, 2022

Course Number: MG 438

Course Representative(s): Randy Kornegay

Date Recognized: June 8, 2023

Course Number: HA 650

Course Representative(s): Nancy Borkowski

Date Recognized: December 20, 2021

Course Number: HCO 600

Course Representative(s): Jessica Thames, MPH

Date Recognized: August 6, 2018

Course Number: MG 302

Course Representative(s): Scott Boyar

Date Recognized: July 21, 2023

Course Number: EPR 607/608

Course Representative(s): Melanie Shores

Date Recognized: February 28, 2023

Course Number: KINS 305

Course Representative(s): Claire Mowling

Date Recognized: September 19, 2018

Course Number: PUH 600

Course Representative(s): Stacey Cofield, Ph.D.

Date Recognized: September 8, 2018

Course Number: FN 101

Course Representative(s): Stephanie Yates

Date Recognized: March 2, 2023

Course Number: CHHS 141

Course Representative(s): Amy Carr

Date Recognized: June 12, 2023

Course Number: EESL 625

Course Representative(s): Susan Spezzini

Date Recognized: August 25, 2022

Course Number: CJ 220

Course Representative(s): Hyeyoung Lim, Ph.D.

Date Recognized: February 18, 2019

Course Number: MA 105

Course Representative(s): Yelena Kravchuk

Date Recognized: July 13, 2023

Course Number: MA 106-QL

Course Representative(s): Yelena Kravchuk

Date Recognized: October 22, 2023

Course Number: MK 330

Course Representative(s): John Hansen

Date Recognized: December 22, 2021

Course Number: MG 417

Course Representative(s): Peter D. Pfluger

Date Recognized: May 17, 2018

Course Number: HCS 640

Course Representative(s): Ashleigh Allgood

Date Recognized: February 7, 2022

Course Number: HCO 631

Course Representative(s): Andrzej Kulczycki, Ph.D.

Date Recognized: January 11, 2020

Course Number: HPO 636

Course Representative(s): Jessica Thames Chambliss

Date Recognized: October 3, 2023

Course Number: CHHS 200

Course Representative(s): Retta Evans

Date Recognized: July 19, 2018

Course Number: PUH 603

Course Representative(s): Erika (Ela) Austin

Date Recognized: May 11, 2023

Course Number: CJ 605

Course Representative(s): Hyeyoung Lim

Date Recognized: September 23, 2019

Course Number: : HCS 625

Course Representative(s): Michelle Brown

Date Recognized: October 27, 2022

Course Number: HB 600

Course Representative(s): Teneasha Washington

Date Recognized: September 10, 2018

Course Number: MK 401

Course Representative(s): Alexandra Krallman

Date Recognized: September 03, 2019

Course Number: HCM 360

Course Representative(s): William Opoku-Agyeman

Date Recognized: December 6, 2019

Course Number: PUH 204

Course Representative(s): Gregory Pavela

Date Recognized: March 18, 2023

Course Number: PUH 601

Course Representative(s): Molly Richardson

Date Recognized: June 22, 2023

Course Number: BY 101

Course Representative(s): Denise Monti

Date Recognized: July 23, 2019

Course Number: BY 102-QL

Course Representative(s): Heather Patterson

Date Recognized: September 12, 2023

Course Number: HY 102

Course Representative(s): Andrew Keitt

Date Recognized: December 11, 2023

Master’s Degree in Teaching, Learning, and Curriculum - Pennsylvania Teaching Certification Program

Drexel​ ​University’s​ ​School​ ​of​ ​Education​ ​offers​ ​a​ ​number​ ​of​ ​post-baccalaureate​ ​and graduate​ teaching​ ​certification​ ​programs​ ​that​ ​prepare​ ​students​ to​ ​obtain​ ​their teacher​ ​certification​ ​in​ ​Pennsylvania​. Students in the MS in Teaching Learning and Curriculum: Teacher Certification program can earn PA Instructional I certification in elementary (prek-4), middle level (4-8) secondary (7-12), and secondary and special education dual certification.

Whether​ ​you​ ​are​ ​interested​ ​in​ ​becoming​ ​a​ ​teacher​ ​in​ ​the​ ​state​ ​of​ ​Pennsylvania​ ​or broadening​ ​your​ ​knowledge​ ​to​ ​advance​ ​your​ ​career​ ​within​ ​the​ ​field​ ​of​ ​education, Drexel​ ​University’s​ ​School​ ​of​ ​Education​ ​Track​ ​1​ ​graduate​ ​degree​ ​program​ ​equips teachers​ ​with​ ​the​ ​skills​ ​to​ ​succeed​ ​in​ ​K-12​ ​education​ ​or​ ​the​ ​workforce.

The​ ​MS​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum:​ ​Teacher​ ​Certification​ ​prepares students​ ​academically​ ​and​ ​practically​ ​for​ ​careers​ ​in​ ​K–12​ ​teaching​ ​or​ ​other educational​ ​settings,​ ​including​ ​capabilities​ ​to:

As​ ​a​ ​student​ ​nears​ ​program​ ​completion,​ ​Drexel’s​ ​Field​ ​Placement​ ​Office​ ​offers multiple​ ​resources​ ​to​ ​help​ ​prepare​ ​the​ ​student’s​ ​resume​ ​and​ ​professional​ ​network, including​ ​interviewing​ ​and​ ​job​ ​placement​ ​opportunities.

The​ Master​ ​of​ ​Science​ ​(MS)​ ​degree​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum​ ​(Track​ ​1) is​ ​offered:

For​ ​graduate​ ​students​ ​that​ ​already​ ​have​ ​a​ ​master’s​ ​degree​ ​and​ ​are​ ​interested​ ​in taking​ ​graduate-level​ ​courses,​ ​Pennsylvania​ ​state​ ​requirements​ ​for​ ​obtaining​ ​your teaching​ ​certification​ ​includes​ ​a​ ​two-tiered​ ​certification​ ​system:​ Instructional​ ​I Certificate​ ​and​ Instructional​ ​II​ ​Certificate​.

A​ ​candidate’s​ ​typical​ ​initial​ ​teaching​ ​certification​ ​is​ ​known​ ​as​ ​“Instructional​ ​I”.​ ​For graduate​ ​students​ ​considering​ ​a​ ​career​ ​change​ ​or​ ​to​ ​start​ ​a​ ​new​ ​career​ ​in​ ​the education​ ​field,​ ​the​ ​Instructional​ ​I​ ​Teaching​ ​Certification​ ​program​ ​would​ ​be​ ​the​ ​best graduate​ ​program​ ​option.​ ​This​ ​program​ ​would​ ​also​ ​apply​ ​to​ ​out-of-state​ ​graduate degree​ ​candidates​ ​looking​ ​to​ ​earn​ ​their​ ​initial​ ​certification​ ​to​ ​teach​ ​within​ ​the​ ​state​ ​of Pennsylvania.

The​ ​Instructional​ ​I​ ​certification,​ ​as​ ​part​ ​of​ ​the​ ​master’s​ ​degree​ ​in​ ​Teaching,​ ​Learning &​ ​Curriculum​ ​program​ ​at​ ​Drexel​ ​University,​ ​qualifies​ ​teachers​ ​to​ ​teach​ ​for​ ​a maximum​ ​of​ ​six​ ​years.​ ​Your​ ​master’s​ ​program​ ​advisor​ ​can​ ​help​ ​evaluate​ ​your incoming​ ​credentials​ ​to​ ​determine​ ​the​ ​best​ ​plan​ ​of​ ​study​ ​for​ ​you,​ ​including​ ​whether you​ ​qualify​ ​for​ ​the​ ​Instructional​ ​II​ ​certification.

The​ ​Instructional​ ​II​ ​Certification​ ​is​ ​considered​ ​a​ ​“permanent”​ ​teaching​ ​certification.​ ​A teacher​ ​interested​ ​in​ ​advancing​ ​and​ ​applying​ ​to​ ​the​ ​Instructional​ ​II​ ​certification​ ​must have​ ​the​ ​following​ ​prerequisites:

Once​ ​a​ ​student​ ​has​ ​successfully​ ​completed​ ​the​ ​course​ ​of​ ​study​ ​and​ ​all​ ​exams required​ ​by​ ​the​ ​Pennsylvania​ ​Department​ ​of​ ​Education​ ​(PDE),​ ​Drexel​ will recommend​ the​ ​student​ ​to​ ​the​ ​PDE​ ​for​ ​issuance​ ​of​ ​the​ ​appropriate​ ​teaching certificate.

For​ ​more​ ​information​ ​regarding​ ​certification​ ​descriptions​ ​and​ ​requirements,​ ​students should​ ​visit​ ​the​ Drexel​ ​University​ ​Course​ ​Catalog.

The​ ​School​ ​of​ ​Education​ ​requires​ ​that​ ​students​ ​have​ ​a​ ​“B”​ ​average​ ​(3.0​ ​GPA)​ ​in content​ teaching​ ​certification​ ​courses​ ​needed​ ​for​ ​teacher​ ​certification​ ​in​ ​addition​ ​to​ ​a grade​ ​of​ ​“B”​ ​or​ ​better​ ​in​ ​each​ ​core​ ​pedagogy​ ​course​ in​ ​accordance​ ​with​ ​the​ ​teacher certification​ ​requirements.

All​ ​post-baccalaureate​ ​and​ ​graduate​ ​students​ ​are​ ​required​ ​to​ ​obtain​ ​and​ ​submit copies​ ​of​ ​the​ ​following​ ​clearances​ ​to​ ​the​ ​School​ ​of​ ​Education​ ​at​ ​the​ ​time​ ​of acceptance​ ​to​ ​the​ teacher​ ​certification​ ​program​ ​in​ ​order​ ​to​ ​participate​ ​in​ ​classroom observations​ ​and​ ​student​ ​teaching​ ​in​ ​Pennsylvania.​ ​All​ ​students​ ​(Pennsylvania​ ​and Non-Pennsylvania)​ ​must​ ​obtain​ ​the​ ​FBI​ ​clearance.​ ​Non-Pennsylvania​ ​students should​ ​contact​ ​their​ ​state's​ ​department​ ​of​ ​education​ ​or​ ​school​ ​district​ ​office​ ​for​ ​a​ ​list of​ ​clearances​ ​required​ ​in​ ​their​ ​state.

To​ ​maintain​ ​Instructional​ ​I​ ​and​ ​Instructional​ ​II​ ​Certifications,​ ​the​ ​PDE​ ​requires​ ​a teacher​ ​to​ ​complete​ ​the​ ​minimal​ ​equivalent​ ​of​ ​6​ ​semester-hour​ ​(or​ ​9​ ​quarter-hour) credits,​ ​180​ ​credits​ ​of​ ​professional​ ​development,​ ​or​ ​a​ ​combination​ ​of​ ​credits​ ​and professional​ ​development​ ​hours​ ​every​ ​five​ ​years.​ ​College​ ​credits​ ​must​ ​be​ ​acquired from​ ​an​ ​accredited​ ​four-year,​ ​degree-granting​ ​college​ ​or​ ​university.

Note:​ ​For​ ​those​ ​working​ ​to​ ​acquire​ ​Instructional​ ​II​ ​Certification,​ ​the​ ​24​ ​semester credits​ ​or​ ​36​ ​quarter​ ​credits​ ​needed​ ​to​ ​apply​ ​for​ ​Instructional​ ​II​ ​may​ ​also​ ​count towards​ ​Act​ ​48​ ​requirements.​ ​Undergraduate​ ​credits​ ​from​ ​a​ ​community​ ​college​ ​may not​ ​be​ ​counted​ ​toward​ ​Act​ ​48​ ​credits​ ​for​ ​Instructional​ ​II​ ​Certification.

For​ ​more​ ​information​ ​and​ ​to​ ​apply​ ​credits​ ​to​ ​your​ ​state​ ​record,​ ​visit​ ​the​ ​PA Department​ ​of​ ​Education​ ​Act​ ​48​ ​Continuing​ ​Professional​ ​Education.

The​ ​PA​ ​Educator​ ​Certification​ ​Tests​ ​(PECT)​ ​are​ ​required​ to​ ​obtain​ ​your​ ​Elementary (Grades​ ​PreK-4)​ teacher​ ​certification​ ​in​ ​Pennsylvania​.​ ​Students​ ​will​ ​be​ ​required​ ​to take​ ​the​ ​appropriate​ ​assessment​ ​exam​ ​for​ ​each​ ​area​ ​of​ ​certification​ ​they​ ​wish​ ​to obtain.

For​ ​more​ ​information​ ​about​ ​examinations​ ​and​ ​registration,​ ​visit​ ​the​ PA​ ​Educator Certification​ ​Tests​ ​(PECT).

The Praxis examinations are required for all Middle Level Certification candidates. Students must pass the PA Grades 4-8 Core Assessment subtests in Pedagogy, English Language Arts/Social Studies and Mathematics/Science as well as the subject area concentration test(s) for the area of certification they wish to obtain.

For more information about examination and registration, please visit the Praxis website.

All​ ​post-bachelor’s​ ​students​ ​seeking​ ​Secondary​ ​(Grades​ ​7-12)​ teaching​ ​certifications in​ ​Pennsylvania​ ​are​ ​required​ ​to​ ​pass​ ​the​ ​Praxis​ ​II​ ​Series.​ ​Students​ ​must​ ​pass​ ​the appropriate​ ​Praxis​ ​II​ ​Content​ ​Knowledge​ ​test(s)​ ​for​ ​each​ ​area​ ​of​ ​certification​ ​they wish​ ​to​ ​obtain.

For​ ​more​ ​information​ ​about​ ​examination​ ​and​ ​registration,​ ​please​ ​visit​ ​the​ Praxis Series.

Note:​ ​PA​ ​state​ ​teacher​ ​certification​ ​requires​ ​U.S.​ ​citizenship​ ​or​ ​a​ ​declaration​ ​of intent​ ​to​ ​become​ ​a​ ​U.S.​ ​citizen.​ ​Students​ ​not​ ​living​ ​in​ ​the​ ​U.S.​ ​should​ ​contact​ ​the School​ ​of​ ​Education​ ​at​ ​215.895.6770​ ​for​ ​specific​ ​requirements​ ​for​ ​international​ ​field experiences,​ ​PECT​ ​or​ ​Praxis​ ​exams,​ ​and​ ​certification​ ​application​ ​requirements before​ ​matriculating​ ​into​ ​the​ ​program.

While other programs require students to complete one certification at a time, Drexel offers students the ability to earn PA instructional I secondary certification and Instructional II special education (grades 7-12) with enough credits to complete a master's degree. This track saves students time and makes them more attractive in the job market. Students gain an edge in experience by completing 270 hours of field experiences and 12-weeks of student teaching. The School of Education's Field Placement Office works closely with students to secure placements all across the country.

The​ ​MS​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum:​ ​Teacher​ ​Certification​ program​ ​at Drexel​ ​University​ ​offers​ ​a​ ​curriculum​ ​that​ ​reflects​ ​the​ ​latest​ ​trends​ ​and​ ​practices​ ​in teaching​ ​and​ ​learning.​ ​Students​ ​must​ ​successfully​ ​complete​ ​a​ ​minimum​ ​of​ ​45 credits​,​ ​allowing​ ​them​ ​to​ become​ ​certified​ ​to​ ​teach​ ​in​ ​the​ ​following​ ​areas:

*Note:​ ​Certification​ ​is​ ​available​ ​as​ ​an​ ​add-on​ ​certification​ ​with​ ​additional​ ​coursework

All​ ​graduate​ ​students​ ​must​ ​also​ ​select​ ​professional​ ​electives​ ​with​ ​guidance​ ​from​ ​one of​ ​our​ ​master’s​ ​program​ ​advisors.​ ​Professional​ ​electives​ ​may​ ​be​ ​taken​ ​from​ ​any graduate​ ​course​ ​offered​ ​at​ ​the​ ​University​ ​providing​ ​the​ ​student​ ​has​ ​adequate preparation​ ​and​ ​it​ ​is​ ​deemed​ ​appropriate​ ​by​ ​the​ ​program​ ​advisor.​ ​The​ ​professional electives​ ​may​ ​comprise​ ​a​ ​combination​ ​of​ ​the​ ​School​ ​of​ ​Education's​ ​master​ ​electives and/or​ ​approved​ ​transfer​ ​credits.

After​ ​successful​ ​completion​ ​of​ ​the​ ​required​ ​content​ ​courses,​ ​core​ ​education,​ ​field experiences,​ ​Praxis​ ​and/or​ ​PECT​ ​exams,​ ​and​ ​receipt​ ​of​ ​the​ ​application​ ​and​ ​all supportive​ ​documents,​ ​Drexel’s​ ​certification​ ​officer​ ​will​ ​recommend​ ​the​ ​candidate​ ​for Pennsylvania​ ​Instructional​ ​Certification.

Students​ ​on​ ​Track​ ​I​ ​who​ ​do​ ​not​ ​wish​ ​to​ ​pursue​ ​PA​ ​Instructional​ ​I​ ​Certification,​ ​or who​ ​do​ ​not​ ​qualify​ ​for​ ​PA​ ​Instructional​ ​I​ ​certification,​ ​may​ ​complete​ ​the​ ​Master​ ​of Science​ ​(MS)​ ​degree​ ​in​ ​Teaching,​ ​Learning​ ​&​ ​Curriculum​ ​without​ ​a​ ​concentration​ ​by completing​ ​15.0​ ​credits​ ​of​ ​Core​ ​Pedagogy​ ​and​ ​30.0​ ​credits​ ​of​ ​MS​ ​Electives.

For​ ​full​ ​course​ ​details​ ​for​ ​the​ ​MS​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum:​ ​Teacher Certification​ ​curriculum,​ ​visit​ ​the​ Drexel​ ​University​ ​Course​ ​Catalog.​

The​ ​School​ ​of​ ​Education​ ​takes​ ​great​ ​pride​ ​in​ ​the​ ​level​ ​of​ ​extensive​ ​clinical​ ​and field-based​ ​experiences​ ​that​ graduate​ ​program​ candidates​ ​have​ ​prior​ to​ ​completing their​ ​teacher​ ​certification,​ ​including​ ​up​ ​to​ ​20​ ​hours​ ​in​ ​a​ ​PK-12​ ​classroom​ ​(depending on​ ​the​ ​specific​ ​course​ ​requirements).

Additionally,​ ​students​ ​are​ ​required​ ​to​ ​complete​ ​up​ ​to​ ​60​ ​hours​ ​of​ ​pre-student teaching​ ​immediately​ ​prior​ ​to​ ​student​ ​teaching.​ ​This​ ​allows​ ​candidates​ ​the opportunity​ ​to​ ​put​ ​into​ ​practice​ ​their​ ​learned​ ​pedagogical​ ​skills​ ​in​ ​preparation​ ​for​ ​their student​ ​teaching​ ​experiences.

Once​ ​completed,​ ​both​ ​online​ ​and​ ​on-campus​ ​students​ ​are​ ​required​ ​to​ ​complete​ ​a full-time,​ ​minimum​ ​12-week​ ​student​ ​teaching​ ​field​ ​placement​ ​in​ ​a​ ​carefully​ ​selected public​ ​or​ ​charter​ ​school​ ​under​ ​the​ ​immediate​ ​supervision​ ​of​ ​a​ ​highly​ ​competent cooperating​ ​teacher.​ ​This​ ​unique​ ​student​ ​teaching​ ​opportunity​ ​encourages​ ​students to​ ​demonstrate​ ​instructional​ ​skills​ ​and​ ​curriculum​ ​management​ ​in​ ​a​ ​professional setting.

Since​ ​this​ ​is​ ​a​ ​full-time​ ​program​ ​commitment,​ ​student​ ​teachers​ ​are​ ​encouraged​ ​to​ ​be free​ ​of​ ​external​ ​responsibilities,​ ​as​ ​they​ ​will​ ​serve​ ​as​ ​a​ ​full-time​ ​member​ ​of​ ​the​ ​staff in​ ​the​ ​school​ ​to​ ​which​ ​they​ ​have​ ​been​ ​assigned.​ ​This​ ​is​ ​a​ ​mandatory​ ​requirement​ ​of all​ ​students​ ​seeking​ ​a​ ​teacher​ ​certification.

Students have multiple options to apply to the Master of Science in Teaching, Learning, and Curriculum: Teacher Certification program:

The Controversy Over Tongue Surgery for Infants

To the Editor:

Re “A Booming Industry of Cutting Babies’ Tongues” (front page, Dec. 21):

This article describes a surgery performed on babies who are born with their tongues attached too tightly to the bottom of their mouths. One needs only to note that there is not a single substantive profile in the article of a family that had a positive experience with the procedure — a statistical majority — to understand that the reporters are fearmongering.

Their article poisons the well against not only a procedure that can provide relief to breastfeeding parents and babies who are having difficulty feeding, but also against lactation consultants, pediatric dentists and medical professionals described as part of this “booming industry.”

As an internationally board-certified lactation consultant, I am glad to clarify that in my experience, laser tongue-tie surgery is never the first attempt at resolving feeding issues in infants. We work diligently to create feeding plans and strategies that work for both parents and babies, often providing support in cases where families have been ignored by their primary-care team.

The only “kickbacks” most of us receive when we refer a client to a pediatric dentist are holiday cards and the testimonials of grateful parents.

Heather ONealMorgantown, W.Va.The writer is an advanced-practice registered nurse and a certified nurse-midwife.

To the Editor:

The article on cutting babies’ tongues overlooks a major issue contributing to the rise in tongue-tie diagnoses: a general lack of education and awareness about breastfeeding’s significant challenges.

It is a common myth that breastfeeding is seamless. In fact, it is often a very long, painful, complicated and exhausting process. Many first-time parents, myself included, are shocked to discover this. It is especially true for those of us already struggling with postpartum depression. We will do almost anything a health care professional recommends to help us and our babies.

Incorporating lactation consultations into obstetric visits is one solution, but medical institutions and practitioners need to do much more to prepare new parents. With the right resources and support, we will be empowered to make informed decisions about this procedure.

Sara KoenigSilver Spring, Md.

To the Editor:

Your recent article on the dramatic uptick in procedures to cut tongue-ties is disturbing and disheartening.

I’m grateful that the article highlights what can happen when a medical business model benefits from overdiagnosing. It’s unfortunate and infuriating that this procedure has caused unnecessary harm.

But I also worry that the pendulum will swing so far in the other direction that families will be scared to even explore the possibility of a tongue release. There are many mother-baby duos who have benefited from this procedure when — and this is key — it is indicated and performed by an experienced ear, nose and throat doctor, preferably one who is educated on breastfeeding.

My son and I are among those duos, and when I directed my 2014 documentary, “Breastmilk,” about families’ experiences with breastfeeding, I made sure to include a nonlaser tongue-tie release. Since then, I’ve been heartened to see that resources around nursing have become much more accessible.

Now, however, I am concerned that practitioners like the “evangelists” in your piece will undo that progress. For years, those who want to help mothers nurse have been similarly derided as crusaders. Such advocates can seem difficult because breastfeeding does not easily fit into our contemporary lifestyles.

Dana Ben-AriNew York

To the Editor:

While this is a very valuable article, detailing the forces driving surgical tongue-tie releases, it fails to include an important perspective.

I chose to clip my 10-month-old’s tongue-tie, even though she had no issues with breastfeeding. Tongue-ties can have an impact on sound production, as babies start babbling, and toddlers start saying words. This, in turn, can affect how they hear the sounds, which then influences how they learn to read and spell.

As a longtime educator and learning specialist, I’ve seen this many, many times. If a true tongue-tie is present, it is better to prevent these issues than have to remediate them.

Tara MallonSouth Orange, N.J.The writer is a certified learning-disabilities teacher consultant.

To the Editor:

As a pediatric occupational therapist and the mother of a child who had his tongue-tie released by Dr. Scott Siegel, the Manhattan oral surgeon mentioned in the article, I want to express my sincere disappointment and frustration with the content and tone of the piece.

I am not dismissing the pain and discomfort experienced by the families mentioned, but I find that is absolutely not the norm for a tongue-tie release. By highlighting these experiences, you are discouraging families from seeking a procedure that could dramatically improve breastfeeding outcomes, not to mention later speech development.

I was able to breastfeed my son for 10 months, thanks to a procedure that lasted five seconds and healed within a couple of weeks. I couldn’t be happier with our decision to work with Dr. Siegel, and the children I’ve treated who have been his patients have also had overwhelmingly positive outcomes.

I would encourage the reporters to do a follow-up and speak to a variety of board-certified lactation consultants, speech-language pathologists and occupational therapists. The information presented in this article does not line up with the clinical opinions of many of these professionals, myself included.

Emma KlassenNew York

To the Editor:

Re “Homes Are Still Built by Hand. No Wonder They’re So Costly,” by Binyamin Appelbaum (Opinion, Dec. 19):

There is a longstanding tradition of factory housing in America. Thumbing through the beautiful reprints of Sears, Roebuck housing catalogs of the 1920s and ’30s provides a good cross-section of what was available and at what price a hundred years ago. Driving through many towns and cities, we can observe these structures all over the place. They have stood the test of time.

All components, down to the last nail, were usually brought to their locations in railroad boxcars and assembled on site. In those days, the railroad tracks formed a latticework over the American terrain so that housing could be brought to many places. The Sears housing is aggregated close to train stations.

This railroad system is greatly diminished today, so getting housing to its desired location is now more difficult and costly. Sometimes we see part of a house being hauled on the interstate, but this is infrequent, expensive and mighty awkward.

Anne VohlReno, Nev.

To the Editor:

Binyamin Appelbaum’s article brought to mind a memory from 40 years ago. At that time, I worked in a building across from a small vacant lot. Those on my shift worked through Thursday, were off on Friday and returned on Saturday morning.

One of my co-workers arrived one Saturday morning wearing a puzzled expression. Sidling over to me, she asked, “Was there a house across the street when we left on Thursday?” No, in fact, there hadn’t been, but two days later, there was one. And it still stands in the same location.

Mr. Appelbaum makes some great points about why we should take manufactured housing more seriously.

Ellen LodwickSilver Spring, Md.