Education (EDC) CPSO

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Course numbers with the # symbol included (e.g. #400) have not been taught in the last 3 years.

EDC 500 - Foundations of Education

Credits: 4

This course is the introductory course to the education programs. The purpose is to examine the theoretical foundations of education in the United States. Historical, political, and social influences on the development of the education system are examined. Students develop their own educational philosophy and compare it to the philosophies which have shaped American education. A twenty-hour practicum is required.

Attributes: Writing Intensive Course

Equivalent(s): EDU 510G

Grade Mode: Letter Grading

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  1. Describe college program requirements, practicum requirements, and portfolio requirements.
  2. Identify major theorists such as Rousseau, Dewey, Hutchins, Mann, Green, Rogers and explain their perspectives on education and learning.
  3. Describe the evolution of professional roles and responsibilities in the U.S. education system from colonial days to the present.
  4. Using historical approaches as a foundation, explain how education evolves to meet the changing needs of society.
  5. Identify and explain how social, economic, and political historical factors have shaped current education structures and practices.
  6. Explain how schools are complex organizations within a larger community.
  7. Based on theoretical perspectives, describe how school organizational units (e.g., preschool, elementary, middle school, junior high, K-8, high school, and K-12) serve their populations.
  8. Analyze a school's mission statement in light of education philosophies.
  9. Evaluate theoretical and historical perspectives in the construction of a personal philosophy and approach to education.
  10. Participate in an early field experience that provides opportunities for observing, teaching,and engaging with school age youth.

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EDC 501 - Foundations of Early Childhood Education

Credits: 4

This course provides an overview of the historical, philosophical, and social foundations of the early childhood profession and how these roots influence current practice. Students examine and write about the issues facing children, families, early childhood programs, and professionals. A variety of educational theories and models are reviewed with regard to how effectively they address the needs of children, parents, and communities. Students establish their own sense of professionalism with connections to the literature, organizations, and resources in the field and by writing their personal philosophies of early childhood education.

Prerequisite(s): PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.

Equivalent(s): EDU 550G

Grade Mode: Letter Grading

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  1. Trace the history of early childhood education and identify leaders and how they have influenced contemporary practices.
  2. Explain and compare the contributions of major theorists and practitioners who have contributed to the field of early childhood education (e.g., Pestalozzi, Froebel, Montessori, Dewey, Piaget, Vygotsky, Erikson, and Gardner).
  3. Compare and contrast the educational models of various programs including High/Scope, Montessori, Bereiter-Engelmann, Head Start, Bank Street, Reggio Emilia, and Waldorf.
  4. Differentiate between programs such as nursery school, kindergarten, pre-school programs, and child care in terms of their funding, staffing, training, and regulations.
  5. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

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EDC 502 - Creative Arts in Early Childhood Education

Credits: 4

This course provides a hands-on approach to facilitating the creative development of children. Students explore their own creativity through a variety of media, including art, music, drama, and creative movement. The focus is on the creative process rather than products. Topics include definitions of creativity, how it affects domains of development, and ways it enhances learning. Students apply knowledge of developmentally appropriate practices and integrate them with creative experiences into a well-rounded curriculum that incorporates a variety of learning styles.

Prerequisite(s): PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.

Equivalent(s): EDU 553G

Grade Mode: Letter Grading

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  1. Describe the nature of creativity and its role in social, emotional, cognitive, and physical development.
  2. Demonstrate a working knowledge of the basic skills and content of each art form (art, music, creative movement, and drama) while exploring his/her own creativity.
  3. Design developmentally appropriate arts experiences for children from infancy through age eight using a variety of arts materials.
  4. Develop and evaluate integrated curriculum units which incorporate the arts as an essential strategy for promoting learning in the academic disciplines (language arts, science, math, social studies).
  5. Analyze the organization of the environment in term of how effectively it provides for each art domain (individual child choice, special needs, and appropriate display of children's work).
  6. Assess children's development by analyzing samples of creative work and formulate appropriate responses.
  7. Develop and modify activities in the arts to accommodate young children with special needs in an inclusive setting, and promote comfortable, empathetic, and just interaction with diversity.
  8. Critically reflect on best practices in utilizing creative arts to foster children's development.
  9. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

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EDC 503 - Language and Literacy Development

Credits: 4

This course provides in-depth study of the development of children's language and communication skills from birth through age eight. Students identify the various developmental levels exhibited by children, and choose and create diverse materials to enhance language and literacy development. The course focuses on analyzing and creating language-rich programs designed to foster listening, oral and written language, and pre-reading and reading skills at the appropriate developmental level. Students formulate developmentally appropriate questions and responses to enrich the child's experience. The course addresses how everyday experiences can present opportunities for creating meaningful communication between children, their peers, and adults.

Prerequisite(s): PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D-.

Equivalent(s): EDU 555G

Grade Mode: Letter Grading

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  1. Describe the importance of language and literacy skills to children's success in school and society.
  2. Distinguish quality print-rich environments in which children can work and play. Apply principles of development in designing and implementing activities and curricula that promote language and literacy development.
  3. Evaluate materials to enhance the language and literacy experiences of children from infancy through age eight.
  4. Articulate the components of developmentally appropriate literacy events inclusive of children with special needs and diverse backgrounds.
  5. Explain strategies for encouraging children to experiment with emergent forms of reading and writing.
  6. Compare and contrast opportunities for children to use language and literacy for authentic purposes in school, home, and the community.
  7. Use authentic forms of assessment to identify progress in language and literacy skill
  8. Respect and accommodate children's developmental, cultural, and linguistic diversity.
  9. Critically reflect on best practices in promoting language and literacy development in children.
  10. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

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EDC 504 - Health, Safety & Nutrition in Early Childhood Settings

Credits: 4

This course provides a comprehensive overview of health, safety and nutrition best practices in early care and education group settings. How best to promote the physical, mental, and emotional health of each child will be explored. State regulations, program procedures, and curriculum integration will be the focus of the course.

Equivalent(s): EDU 556G

Grade Mode: Letter Grading

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  1. Gain an understanding of the NH Child Care licensing health and safety regulations and how to apply them in a group setting.
  2. Gain an understanding of how environments play a role in the health and safety of children in their care.
  3. Gain a basic understanding of common early childhood illnesses and infections and how to best manage those in a group care setting.
  4. Gain a basic understanding of children's nutritional and physical activity needs and how to support those needs in the classroom practices and curriculum.
  5. Gain an understanding of emergency preparedness and their role in planning and implementation.
  6. Gain an understanding of how to recognize child abuse and neglect and their role as a mandatory reporter.
  7. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

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EDC 505 - Mathematics and Science in Early Childhood Education

Credits: 4

The course focuses on the cognitive development of children birth to age eight with emphasis upon the development and interrelatedness of math and science concepts. Using a hands-on approach, students explore the various materials used in learning centers to stimulate and develop children's logico-mathematical thinking. Students identify the various developmental levels of children's thinking and create developmentally appropriate materials and settings. The course emphasizes the application of developmental principles to investigate and devise experiences which employ mathematical reasoning and scientific processes.

Prerequisite(s): PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.

Equivalent(s): EDU 600G

Grade Mode: Letter Grading

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  1. Identify and explain the stages of children's cognitive development, using multiple theoretical perspectives.
  2. Apply the constructivist approach to explain and provide examples of how children develop mathematical and scientific thinking.
  3. Describe the setting and materials appropriate to providing children with opportunities to expand mathematical and scientific understanding in the classroom and at home.
  4. Apply their understanding of developmentally appropriate practice in planning curriculum that promotes logico-mathematical thinking in children through age 8 and accommodates children with special needs and diverse backgrounds.
  5. Evaluate the effectiveness of various commercially developed math and science materials (including technology) for preschool and primary classrooms.
  6. Apply principles of the Project Approach which integrate all aspects of curriculum based upon children's interests.
  7. Analyze children's books and teacher resources for their use in developing scientific and mathematical thinking.
  8. Critically reflect on best practices in facilitating scientific and mathematical thinking in children.
  9. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

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EDC 506 - Young Children with Exceptionalities in Early Childhood Settings

Credits: 4

This course focuses on promoting the optimal development of young children with special needs in an inclusionary early childhood setting. Building on a foundation of child development and the components of high-quality early childhood programs, students investigate specific physical, emotional, and psychological conditions which delay or modify the course of a child's healthy development. Students observe children with special needs in order to design adaptations in the curriculum and environment. Students develop strategies for collaborating with families and community services providers, based on a knowledge of legislative mandates regarding special education.

Prerequisite(s): PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.

Equivalent(s): EDU 602G

Grade Mode: Letter Grading

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  1. Describe the etiology, characteristics, and classification of specific disabilities and identify risk factors associated with specific disabilities.
  2. Describe key components of federal and state legislation, referral procedures, and the special education process.
  3. Explain the role of screening children for potential disabilities in making appropriate referrals.
  4. Apply knowledge of specific disabilities to appropriately adapt the early childhood curriculum and environment in order to meet the needs of all children.
  5. Select assessment tools and procedures used to identify special needs, and demonstrate the ability to use evaluation data to design intervention strategies that integrate the goals and objectives of IEPs and IFSPs.
  6. Justify and implement observation techniques that lead to effective reporting.
  7. Assess familial priorities and concerns and select appropriate resources as potential supports.
  8. Participate, under supervision, as a member of an early childhood intervention team.
  9. Critically reflect on best practices for children with disabilities through written assignments.
  10. Communicate with stakeholders effectively (both in writing and verbally) about the policies, procedures, and best practices of early childhood education.

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EDC 507 - Early Childhood Program Administration

Credits: 4

This course provides an overview of the various policies, procedures, and leadership practices that relate to the administration of quality early childhood programs. Topics include program development, budgeting and financial management, organizational structures, and staffing and supervision. The role of directors as leaders is explored. This course is designed for early childhood administrators, as well as for those aspiring to be directors. Prior completion of EDC 713 Family and Community Relations in ECE and EDC 602 Learning and Early Childhood Environments is recommended.

Prerequisite(s): EDC 501 with a minimum grade of D- or EDU 550G with a minimum grade of D-.

Equivalent(s): EDU 605G

Grade Mode: Letter Grading

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  1. Discuss the standards of quality as they relate to licensing, accreditation, and credentialing.
  2. Explain the relationship between their philosophy of quality early care and education and program development and evaluation.
  3. Create a budget based on philosophy, meeting standards of quality, and equitable compensation for staff.
  4. Outline the components for effective family involvement including policies for payment, child health care, emergencies, and communication.
  5. Construct a comprehensive framework for effective personnel including creating job descriptions, hiring practices, performance review, employment policies, and professional development plans.
  6. Describe leadership styles of early childhood directors and the impact on effective management and supervision.
  7. Critically reflect on best practices in effective early childhood program administration through written assignments and through selection of work samples for their professional portfolios if it is appropriate for their major.
  8. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

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EDC 508 - Enhancing Supervision through Mentoring

Credits: 4

In this course early childhood educators who are primary supervisors of teachers or assistant teachers explore the various dimensions of their role. Based on concepts of adult development and the stages of teacher development, participants learn how to establish mentoring relationships and balance supervisory responsibilities as they gain skills to guide new employees, set goals, provide feedback on performance, resolve conflicts, and create positive working environments.

Attributes: Writing Intensive Course

Equivalent(s): EDU 604G

Grade Mode: Letter Grading

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  1. Explain the concept of mentoring and describe the qualities of a good mentor.
  2. Identify alternative mentoring models and their value in developing professionals.
  3. Analyze how the role of supervisor contrasts with the role of mentor.
  4. Evaluate strategies for combining and complementing effective techniques for both mentoring and supervising employees.
  5. Describe selected theories of adult development and analyze the implications of individual development for training, on-the-job learning, and formal education.
  6. Integrate principles of culturally relevant anti-bias curriculum and identify potential prejudices that might interfere with appropriate practice.
  7. Apply knowledge of stages of teacher development to interactions, goal setting, and feedback with employees.
  8. Demonstrate awareness of the dynamics of roles within the workplace and skills needed to build trusting, supportive, long-term relationships with employees.
  9. Employ effective communication skills including observation and feedback on employee performance, modeling and processing employee observations, the use of self-assessment, conferencing and conflict resolution.
  10. Reflect on their own practice in teaching, supervising and mentoring to improve performance based on critical evaluation.
  11. Demonstrate reflective learning skills and professional growth by selecting a completed assignment and submitting a written reflection for their portfolio as a culminating experience if appropriate for their major.

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EDC 544 - Special Topics: Lower Level

Credits: 1-4

A study of current and variable topics in Education. Course content changes from term to term.

Repeat Rule: May be repeated up to unlimited times.

Equivalent(s): EDU 544G

Grade Mode: Letter Grading

EDC 601 - Positive Behavior Guidance in Early Childhood Education

Credits: 4

This course provides an overview of children's social and emotional development and an exploration of factors that influence behavior. Topics include the impact of differing development, external factors, relationships, and stress and trauma on child development. Participants will analyze children's behavior in a variety of situations and reflect on how children respond to stimuli. The role of adults in affecting positive development will be explored. Evidence based strategies and techniques for guiding positive behavior will be applied.

Equivalent(s): EDU 560G

Grade Mode: Letter Grading

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  1. Describe typical child development for the Domain of Social and Emotional Development referencing the NH Early Learning Guidelines.
  2. Identify external factors that affect behavior in young children including cultural differences, family circumstances, environmental design, scheduling, and interpersonal interactions.
  3. Explain the effects of Temperament Traits and Temperament Types in the social and emotional growth of young children.
  4. Explain and compare current policy on school suspension and expulsions at the state and national levels.
  5. Apply the Pyramid Model for Promoting Social Emotional Competence in Infants and young children and the DEC Recommended Practices in Child Engagement in working with children.
  6. Identify and apply behavioral guidance strategies to support young children with challenging behaviors using a Protocol for Resolving Challenging Behaviors in a classroom setting.
  7. Evaluate the impact of stress and trauma on children's development and describe aspects and strategies of trauma informed care and services that can be applied in early childhood settings.
  8. Analyze and evaluate situations where consultation, assessment, and referral may be recommended. 09.Critically reflect on best practices in effective support of children's social and emotional growth and positive behavior guidance through self assessment of competencies and written assignments.

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EDC 602 - Learning and Early Childhood Environments

Credits: 4

This course addresses how to optimize children's learning through play and daily routines. Using theories of child development, participants analyze how the physical arrangement of the classroom and outdoor area can maximize development. Students plan an environment that meets safety and health needs, that allows for child directed choices and activities, and supports the child's physical, cognitive, language, social, and creative growth. Students apply practices to environments that are both developmentally and culturally inclusive.

Prerequisite(s): PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.

Equivalent(s): EDU 551G

Grade Mode: Letter Grading

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  1. Explain the central role of play as a vehicle to children's learning.
  2. Compare and contrast the elements required to successfully plan indoor and outdoor environments for children from infancy through age eight.
  3. Design developmentally and culturally appropriate environments which are inclusive for all children from birth through eight years.
  4. Evaluate existing environments according to nationally recognized standards of developmentally appropriate practice.
  5. Identify materials and resources and explain how their use in early childhood settings fosters physical, cognitive, language, creative, and social development.

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EDC 644 - Special Topics: Upper Level

Credits: 4

A study of current and variable topics in Education. Course content changes from term to term.

Equivalent(s): EDU 644G

Grade Mode: Letter Grading

EDC 700 - Introduction to Field Experience

Credits: 1

This course is required for all students enrolled in teaching certification programs. Students develop prerequisite skills in lesson planning, assessment creation, data collection, and the formative assessment cycle as they gain the technical and professional understandings required for successful completion of teacher certification programs.

Equivalent(s): EDU 622G

Grade Mode: Letter Grading

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  1. Identify evidence based pedagogical practices implemented by high-quality educators.
  2. Review and analyze lesson plan criteria to identify and define the components of a successful lesson plan.
  3. Critique lesson objectives for specificity, measurability, and alignment.
  4. Evaluate lesson plans, pedagogy, and assessments using several quality measures.
  5. Justify a self-assessment of professional dispositions of educators.
  6. Reflect on personal growth in the areas of lesson planning, formative assessment, and pedagogical effectiveness.

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EDC 701 - Special Education Law

Credits: 4

The current field of special education was established by law and further refined through the courts in litigation. In this writing intensive class, students trace the historical development of federal, state, and local laws and regulations such as the Individuals with Disabilities Education Act (IDEA) and the New Hampshire Standards for the Education of Students with Disabilities. Students will gain an understanding of the relationship between constitutional law, statutory law, regulatory law, and case law as it relates to current special education law. The focus on policies and procedures provides the background future teachers and paraprofessionals need to fulfill their legal and ethical responsibilities and to understand the ever changing, complex nature of special education law.

Attributes: Writing Intensive Course

Equivalent(s): EDU 621G

Grade Mode: Letter Grading

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  1. Examine and analyze federal law, state law, and administrative rules pertaining to students with disabilities for required assessments and qualified examiners by disability type for the evaluation of students with disabilities as part of assessment related to the special education process.
  2. Summarize and discuss the key procedures and timelines for the referral, evaluations, and determination of eligibility for special education and related services.
  3. Interpret the rights and responsibilities of schools, students, families, teachers, and other professionals related to the identification, placement, and service of students with disabilities in accordance with the New Hampshire Procedural Safeguards.
  4. Explain the concept of the least restrictive environment and the continuum of educational environments.
  5. Examine and discuss the manifestation determination process and significant case law involving behavior.
  6. Research and summarize the continuum of approaches to dispute resolution in special education.

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EDC 702 - Young Children with Exceptionalities, Birth to Age 8

Credits: 4

In this course, students examine typical and non-typical development of children from birth through age 8. This is a time of rapid brain growth and overall development that forms the foundation for all learning. For young children who have exceptionalities in the physical, behavioral, developmental, or learning domains, these years are even more critical. The purpose of this course is to provide current, research-based knowledge and resources for professionals and their families who nurture, support, and provide services to exceptional children.

Grade Mode: Letter Grading

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  1. Research, describe, and compare typical and non-typical development of children, birth through age eight.
  2. Examine Individuals with Disabilities Education Act (IDEA) Part C (ages 0-through age 2) B and Part B (ages 3 to 21) and delineate the implications for the education of children with disabilities, birth through age eight.
  3. Research and evaluate the history of special education in the United States, changing views of disability, and the planning and delivery of special education services with an emphasis on inclusion.
  4. Analyze and evaluate the significant issues in the education of linguistically and culturally diverse students and students who are gifted.
  5. Categorize and synthesize the research on the manifestations, origins, and teaching implications for the following: a. motor development b. medically-related problems c. adaptive behavior and self-help skills d. social and emotional development e. communication and language development f. cognitive development
  6. Describe and evaluate the assessment tools used to identify the disabilities listed above.
  7. Reflect on best practices for children with disabilities through written assignments and through selection of work samples for their professional portfolio.

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EDC 703 - The Dynamic Role of the Special Educator

Credits: 4

In this clinical course, students will examine the multifaceted role of the special education teacher as evaluator, consultant, case manager, and teacher. Courses taken throughout the teacher certification program support the development of skills for each of these roles. This is an introductory course designed to accomplish the following outcomes: (a) explore the college's digital library; (b) introduce the American Psychological Association annotation and format requirements; (c) provide a beginning teacher with an organizational framework for the varying roles of a special education teacher; (d) provide an in-depth understanding of their case management responsibilities; e) plan for the effective supervision of paraeducators; f) introduce the reflective analysis of student work teaching and assessment cycle; and g) apply the components of systematic direct instruction in lesson plan development.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 606G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Explore the college's digital library.
  2. Introduce the American Psychological Association annotation and format requirements.
  3. Provide a beginning teacher with an organizational framework for the varying roles of a special education teacher.
  4. Provide an in-depth understanding of their case management responsibilities.

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EDC 704 - Assessment of Young Children in Early Childhood and Early Childhood Spec. Education, Birth to Age 8

Credits: 4

In this course, students use procedures involved in the evaluation process for determination of eligibility for special education. Students develop the skills necessary to administer and interpret assessment tools commonly used by early intervention staff and early childhood special education teachers. Under the supervision of the district mentor, students review early support and services records and/or school records, gather information, observe an evaluation team meeting, consult with district evaluators, and review a variety of assessment tools and evaluation reports for young children through age eight. Students participate in preparing an assessment plan, administering chosen assessment tools, and writing assessment reports. Emphasis is placed on working with team members in the evaluation process.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 624G

Grade Mode: Letter Grading

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  1. Reflect upon the legal and ethical responsibilities of a special education teacher.
  2. Discuss with a qualified examiner the assessment tools typically used in their district to measure intelligence, communication skills, and other skills.
  3. Administer and interpret a classroom observation, an early learning profile/scale, criterion-referenced test, a functional behavior assessment, an assessment portfolio, an adaptive behavior assessment, and a comprehensive standardized achievement battery if relevant.
  4. Write two formal comprehensive assessment reports (one for preschool aged child and one for child in K, first, second, or third grade) on selected children for case studies, analyzing and integrating an array of evaluative information including school records, academic performance indicators, classroom observation, and standardized test results if appropriate.
  5. Enter artifacts into the portfolio demonstrating attained skills.
  6. Use technology to tally and graph assessment results.

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EDC 705 - Collaboration, Consultation and Teaming In Early Childhood & Early Childhood Special Education

Credits: 4

In this course, students research and evaluate family, community, and professional partnerships which support the growth and development of children with disabilities. The specific roles and responsibilities of each contributing partner will be explored and analyzed. Students, using knowledge acquired in areas of collaboration, consultation, and teaming, construct service delivery models to support young children with diverse needs and their families. Fifty to sixty supervised clinical hours are required.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 627G

Grade Mode: Letter Grading

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  1. Explore the roles and responsibilities of early care and education professionals and families of young children with exceptionalities.
  2. Identify and evaluate models which support the collaborative efforts of early care and education professionals and families of young children with exceptionalities.
  3. Identify roles and responsibilities of early care and education professionals and families in the special education process.
  4. Develop, implement, and evaluate a model for collaboration to support the development and learning of young children with exceptionalities.
  5. Become familiar with early care and education models and analyze models of collaboration, consultation, and teaming with programs and providers, community partners, and families.
  6. Select an assignment and critically reflect on best practice in collaborative partnerships to add to their professional portfolio.
  7. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
  8. Understand collaboration, consultation, and teaming in ECE through forty-nine hours of clinical observation.

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EDC 706 - IFSPs, IEPs, and Transition Planning - Birth to Age 8

Credits: 2

This clinical course focuses on the components and processes involved in the legal aspects and development of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs). Under the supervision of a district mentor, students review school records; observe IFSP/IEP team meetings; consult with district evaluators, students, and parents; analyze previously written IFSPs/IEPs and progress reports; and develop the skills necessary to prepare IFSPs/IEPs inclusive of transition plans and/or services. The culminating activities of the course include the development of an IFSP an IEP, and a research paper which addresses the legal/ethical considerations and implications in the development of IFSPs and IEPs. Fifty to sixty supervised clinical hours are required.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 628G

Grade Mode: Letter Grading

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  1. Reflect upon the legal and ethical responsibilities of a special education teacher.
  2. Take a leadership role at an IEP/IFSP meeting.
  3. Be able to summarize the importance and benefits of family/parent involvement in all stages of the IEP/IFSP process.
  4. Collaborate with a case study child, parents, educators, and other service providers to develop two professional quality IEPs/IFSPs that conform to IDEA 2004 standards.
  5. Enter artifacts into the portfolio demonstrating attained skills.

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EDC 707 - Behavior Interventions for Young Children in Early Childhood/Early Childhood Special Education

Credits: 4

In this clinical course, students examine basic principles and components of life skills that children need as foundation for the development of positive social skills, e.g., attachment, affiliation, self-regulation, initiative, problem solving, and respect. The student develops and implements a variety of activities and lesson plans to teach young children these critical life skills. Students develop strategies to be used with young children receiving early intervention services and/or to motivate young children in their preschool programs/classrooms by facilitating the development of positive peer relationships, addressing emotional needs, and minimizing disruptions resulting in increased learning. The student documents the use of individual activities and/or classroom strategies in a professional portfolio. Fifty to sixty supervised clinical hours are required.

Attributes: Writing Intensive Course

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 630G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Examine the six life skills (attachment, affiliation, self-regulation, initiative, problem solving, and respect) children need as foundation for the development of positive social skills.
  2. Identify and implement methods to promote positive interpersonal relationships during early intervention services, in natural environments, preschool programs, and classroom settings.
  3. Examine and propose strategies for difficult to manage behaviors.
  4. Predict the interaction between behavior management and planning for effective instruction.
  5. Develop behavior incentive plans and report on applying time out effectively.
  6. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
  7. Understand behavior interventions for young children through forty-nine hours of clinical instruction.
  8. Use technology to tally and graph behaviors for instructional decisions.

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EDC 708 - Science, Technology, Engineering & Mathematics in Early Childhood and Early Childhood Spec Education

Credits: 4

In this clinical course, students focus on STEM content, effective practice, instructional strategies, materials and curriculum integration, based on standards, inquiry, and connections to the real world. STEM concepts of curiosity, creativity, collaboration, and critical thinking are researched and explored. Students will learn about the Scientific Method, as well as the roles of observation, classification, description, experimentation, application, and imagination. Students will learn how to use technology and interactive media in the early childhood classroom to support learning. The role of engineering in the curriculum will be investigated, including design of methods and ideas for product development. Students will understand and apply math process standards of problem-solving, reasoning and proof, communication, connection, and representation. The course emphasizes application of principles in order to investigate and create experiences which employ STEM concepts and teaching strategies.

Attributes: Writing Intensive Course

Prerequisite(s): (MTH 402 with a minimum grade of D- or MATH 502G with a minimum grade of D-) and (EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-).

Equivalent(s): EDU 625SG

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Understand the rationale for integration of the STEM curriculum and its impact on learning.
  2. Use problem-solving approaches to investigate and understand mathematics content.
  3. Reflect on best practices in early childhood special education through written assignments and through selection of work samples for professional portfolios.
  4. Use technology to identify developmentally appropriate uses of online resources.
  5. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
  6. Understand curriculum, assessment, and instruction through forty-nine hours of clinical observation.

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EDC 709 - Teaching Language Arts and Literacy in Early Childhood and Early Childhood Special Education

Credits: 6

In this clinical course, students develop an understanding of language and literacy development from birth through grade three. Topics include the reciprocal connections between speaking and listening, rhythm and rhyme, communication activities, hearing and reading literature, stories, poetry, music, and written expression. Students engage in appropriate literacy interactions, activities, and assessments to meet the literacy needs of a diverse range of children. Students work with parents and care givers as partners in promoting literacy. The key components of reading (e. g. word recognition, fluency, phonological awareness, etc.) identified by the National Reading Panel for this age level are studied in depth. Students apply their knowledge of how young children develop their own reading skills using these key components of the reading process. Students then evaluate the effectiveness of their instruction.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 601AG

Mutual Exclusion: No credit for students who have taken EDUC 706.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Demonstrate an understanding of the key components and development of language.
  2. Demonstrate an understanding of various theories of emergent literacy and reading development.
  3. Understand the complexity of learning to read and the many factors that affect the process.
  4. Demonstrate the ability as a member of the educational team to administer appropriate assessments to identify, plan, teach, and evaluate student progress through on-going progress monitoring in the delivery of remedial language arts instruction.
  5. Demonstrate knowledge of phonological awareness, synthetic and analytic phonics and apply their knowledge to lessons that they will teach and evaluate.
  6. Demonstrate knowledge of word recognition skills and apply their knowledge to lessons that they will teach and evaluate.
  7. Demonstrate knowledge of vocabulary development and apply their knowledge to lessons that they will teach and evaluate.
  8. Demonstrate knowledge of reading comprehension and apply their knowledge to lessons that they will teach and evaluate.
  9. Demonstrate knowledge of the writing process and apply their knowledge to lessons that they will teach and evaluate.
  10. Review study skills and technology as it applies to reading and writing and apply their knowledge to lessons that they will teach and evaluate.
  11. Develop an appreciation for literature and its effective use in teaching reading and writing.
  12. Explore various reading approaches and programs.
  13. Enter artifacts into the portfolio demonstrating attained skills.
  14. Understand teaching language arts/literacy through fifty-five hours of clinical observation.

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EDC 710 - Curriculum, Assessment and Instruction in Early Childhood/Early Childhood SPED - Birth to Age 8

Credits: 4

In this clinical course, students examine, develop, and evaluate developmentally appropriate curriculum and instruction in early childhood and special education settings, for young children age five (kindergarten) through age eight (grade 3). Students use district and state curriculum and integrate subjects with one another. Students develop skills to create and advocate for healthy, supportive, respectful, and challenging learning environments for all children, ages five through eight.

Attributes: Writing Intensive Course

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 626G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Examine, develop, and evaluate developmentally-appropriate curriculum and instruction that meets children's needs in the following five developmental areas: physical, cognitive, communication, social/emotional, and adaptive.
  2. Identify, design, and promote individualized supports, strategies, accommodations, and modifications that meet children's educational needs in the following five developmental areas: physical, cognitive, communication, social/emotional, and adaptive.
  3. Identify and evaluate developmentally appropriate curricular and instructional objectives in relation to the New Hampshire Early Learning Guidelines to include: physical, social/emotional, approaches to learning, creative expression/aesthetic, communication and literacy, health and safety, and cognitive.
  4. Collaborate with the general education teacher and use the local curriculum in the design of several lesson plans integrating subjects with one another (e.g., science, math, engineering, technology, visual arts, writing, social studies, physical education, literacy, reading, social/emotional, etc).
  5. Collaborate on a case study with a child's parents, educators, and other service providers; synthesize information to develop adapted lesson plans to meet the individual needs of students.
  6. Research informal assessment procedures.
  7. Summarize the impact of various factors on educational performance.
  8. Implement lesson plans and their adaptations.
  9. Reflect upon the effectiveness of lessons.
  10. Reflect on best practices in early childhood special education through written assignments, and through selection of work samples for professional portfolios.
  11. Organize relevant resources.
  12. Enter artifacts into the portfolio demonstrating attained skills.
  13. Understand curriculum, assessment and instruction EC and EC/SPED (ages birth-eight) through fifty-five hours of clinical observation.
  14. Use technology to implement developmentally appropriate online applications for toddlers and children.
  15. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
  16. Understand curriculum, assessment and instruction (birth to age five) through fifty-five hours of clinical observation.

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EDC 711 - Managing Student Behavior (non-clinical)

Credits: 4

This course is designed for non-teacher preparatory candidates to provide an overview of classroom behavior management. Students observe effective teachers using instructional management strategies. They administer and interpret questionnaires to analyze the classroom environment and identify student needs. They identify strategies to help students meet these needs, to increase motivation, to develop positive peer relationships, and to minimize disruption.

Prerequisite(s): PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.

Equivalent(s): EDU 623G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Recognize basic psychological needs, as well as behavioral and social development and be able to analyze the dynamics in the classroom and develop a comprehensive classroom behavior management plan. (Pivotal Standard #1)
  2. Assess and develop interventions for students by conducting a Functional Behavior Assessment (FBA) and developing a Behavior Intervention Plan (BIP): includes multiple data points (ABC data collection, scatterplot, interviews, and records review). (Pivotal Standard #2)
  3. Develop lesson plans to teach social-behavioral skills. (Pivotal Standard #3)
  4. Develop proficiency in formative assessment and reflective analysis of student work focusing on behavior/social-emotional learning targets. (Pivotal Standard #4)
  5. Recognize the interaction between behavior management and planning for effective instruction.
  6. Collaborate with school personnel to discuss and summarize school-wide positive behavior interventions and supports (SWPBIS), policies, and assessments that implement techniques to enhance motivation and learning.
  7. Identify and use technology tools for data collection and classroom management.

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EDC 712 - Observation and Assessment in Early Childhood Education

Credits: 4

This course is designed to provide early childhood educators with the ability to use a variety of assessment methods to determine the developmental levels and needs of young children. Students are introduced to the meaning and uses of authentic assessment as well as various tools and assessment strategies. The course addresses the interpretation of observational and assessment data to monitor children's progress, guide instructional practice, and identify and refer at-risk children. Prior completion of EDC 602 Learning and Early Childhood Environments is recommended.

Attributes: Writing Intensive Course

Prerequisite(s): PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.

Equivalent(s): EDU 601G

Grade Mode: Letter Grading

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  1. Demonstrate knowledge of specific disabilities, including their etiology, characteristics, and classification; identify risk factors associated with specific disabilities.
  2. Describe key components of federal and state legislation, referral procedures, and the special education process.
  3. Understand the role of screening children for potential disabilities in making appropriate referrals.
  4. Apply knowledge of specific disabilities to appropriately adapt the early childhood curriculum and environment in order to meet the needs of all children.
  5. Become familiar with assessment tools and procedures used to identify special needs, and demonstrate the ability to use evaluation data to design intervention strategies that integrate the goals and objectives of IEPs and IFSPs.
  6. Develop observation techniques and the skills to report observations effectively.
  7. Identify appropriate resources to assist families with their priorities and concerns.
  8. Demonstrate competence using a family-centered approach by working with families in appropriate settings.
  9. Develop the ability to participate, under supervision, as a member of an early childhood intervention team.
  10. Critically reflect on best practices for children with disabilities through written assignments.
  11. Demonstrate their reflective learning skills and professional growth in NAEYC Standards by selecting a completed assignment and submitting a written reflection for their portfolio as a culminating experience if appropriate for their major.

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EDC 713 - Family and Community Relations in Early Childhood Education

Credits: 4

This course examines various ways of enhancing the young child's development through promoting positive interrelationships among child care providers, parents, and others in the community. Using an ecological systems framework, the course builds knowledge of the roles of diverse family structures, cultural identities, stressors and supports, economic circumstances, and community characteristics and resources in facilitating child development. Students develop skills needed for communicating effectively with families, facilitating parent education, and promoting family involvement with child care settings as well as utilization of community resources. NOTE: Prior completion of SOSC 675 Dynamics of Family Relationships is recommended.

Attributes: Writing Intensive Course

Equivalent(s): EDU 603G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Explain how various aspects of family structures, parenting skills, ethnicity, and socio-economic status affect children's development and learning.
  2. Demonstrate interpersonal communication skills that foster mutual respect and that encourage families to be active participants in their children's growth and development.
  3. Explain the different types of educational approaches available for working with parents (e.g. workshops, support groups, family conferences).
  4. Design and implement at least one educational experience, or assemble at least one set of materials, to enhance family member's knowledge of child development and capacity to support early learning in the home.
  5. Describe and evaluate various approaches to enhancing family literacy and numeracy, and knowledge of health and safety practices as they relate to optimal child growth and development.
  6. Explain strategies for involving parents/family members with child care providers as partners in promoting learning and accessing community services.
  7. Describe various approaches to early intervention screening and assessment for children who may benefit from health or community services.
  8. Explain appropriate methods of linking families to resources and processes for referral to health, mental health, English as a Second Language (ESL), Adult Basic Education (ABE), and economic assistance services and/or agencies as appropriate.
  9. Critically reflect on best practices for promoting strong positive interrelationships among families, early care and education, and communities through written assignments and through selection of work samples for their professional portfolios.
  10. Demonstrate their reflective learning skills and professional growth in NAEYC Standards by selecting a completed assignment and submitting a written reflection for their portfolio as a culminating experience if appropriate for their major.

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EDC 716 - Students with Disabilities

Credits: 4

This course provides an overview of the thirteen Individuals with Disabilities Education Act (IDEA) educational disabilities and the opportunity to explore the implications of disability on learning. Students will develop knowledge of specific disabilities including: definition, diagnosis, etiology, prevalence, characteristics, adaptive behavior, and systems of support and resources. Students will explore how disability impacts learning and access to the general education curriculum. Students will research and identify teaching strategies, Universal Design for Learning (UDL) strategies, interventions, and educational and assistive technologies to enhance learning and provide equity in the classroom for students with disabilities.

Equivalent(s): EDU 617G

Mutual Exclusion: No credit for students who have taken EDUC 650, EDUC 750.

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Reflect upon the foundations of special education, changing views of disability, and the planning and delivery of special education services.
  2. Identify and summarize cognitive, physical, sensory, behavioral, and social-emotional characteristics of and adaptive behaviors associated with specific disabilities as defined under IDEA, and how they impact learning and daily living.
  3. Apply the principles of Universal Design for Learning and identify strategies in the areas of multiple means of representation, action and expression and engagement, to support inclusion of students with disabilities in the general education classroom.
  4. Identify and summarize instructional strategies, accommodations, modifications, interventions, and evidence-based practices to support the inclusion of students with disabilities in the classroom and the community.
  5. Give examples of assistive technologies to support learners with disabilities.
  6. Create a resource of systems of support, including related service providers and disability-related resources for each of the IDEA disabilities.

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EDC 717 - Positive Behavior Guidance and Student Engagement

Credits: 4

In this clinical course, students explore the theory of social-emotional development, preventative intervention strategies, and the characteristics of safe and supportive learning communities. Students examine specific strategies for motivating students and promoting positive relationships between colleagues, students, and parents in an effort to enhance learning. Students conduct a functional behavior assessment as they develop a comprehensive perspective on classroom culture through the development of proactive management skills and intervention strategies.

Attributes: Writing Intensive Course

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 619G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. DEVELOP a Classroom Behavior Management plan based on a specific age/grade.
  2. CONDUCT Functional Behavioral Assessment (FBA) and develop Behavior Intervention Plan (BIP).
  3. TEACH foundational skills in math or English Language Arts.
  4. Collaborate with school personnel to discuss and summarize school-wide positive behavior interventions and supports (SWPBIS), policies and assessments that implement techniques to enhance motivation and learning.
  5. Recognize the interaction between behavior management and planning for effective instruction.
  6. Identify and use technology tools for data collection and classroom management.
  7. Complete 55-60 clinical hours in a K-12 environment.

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EDC 718 - Transition Planning & Developing IEPs

Credits: 2

This clinical course focuses on the components and processes involved in the development of Individualized Education Programs (IEPs). Under the supervision of a supervising practitioner, students review school records, observe IEP team meetings, consult with district evaluators, student and parents, analyze previously written IEPs and progress reports, and develop the skills necessary to prepare IEPs inclusive of transition plans. During the culminating activity of the course, students develop an IEP and transition plan as a vehicle for exploring the legal and ethical considerations and implications in the development, implementation, and evaluation of IEPs.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 609G

Grade Mode: Letter Grading

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  1. Collaborate to develop one IEP/Transition Plan that conform to IDEA 2004 standards.
  2. Review NH Law as it relates to the responsibilities of a special education teacher.
  3. Summarize the legal, ethical, and effective practices for a successful IEP.
  4. Learn to write measurable goals and determine data based progress monitoring.
  5. Compare the IFSP and IEP process (timelines, team participants, and required components, including transitions).
  6. Understand the intent of the new regulations in IDEA 2004 regarding transitioning.

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EDC 719 - Using Technology to Teach Social Studies

Credits: 4

Technology is a necessary tool in teaching today's youth. In this clinical course, students focus on developing three broad skills: (1) how to design and teach an integrated social studies unit that challenges and assists K-8 students to think deeply, (2) how to incorporate into the plan a wide range of mostly constructivist instructional strategies, and (3) how to integrate a rich array of technology tools and digital educational content in a way that amplifies student learning.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 612G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Develop and teach ten social studies lessons to students in grades K-8 using Understanding by Design (UBD) that address standards in the areas of Social Studies (at least two Strands: Civics, Economics, Geography, New Hampshire and United States History, World History and Contemporary Issues), and include cross curricular standards from the Arts, Literature, and Technology. (Pivotal Standard #1)
  2. Use a constructivist approach, the rigor and relevancy framework, inquiry and problem based learning teaching methods to address equity for all learners. (Pivotal Standard #2)
  3. Compare learning theories and the Rigor/Relevancy framework and its implication for teaching social studies.
  4. Develop a web-based inquiry learning activity to enhance student learning, develop higher order thinking skills and integrate technology into a social studies unit.
  5. Utilize collaboration and PLC's to improve student learning.
  6. Write a research paper that addresses the legal, ethical and cultural issues to consider when integrating educational technology into K through 12 schools.
  7. Understand and demonstrate ability in formative assessment and reflective analysis of student work. (Pivotal Standard #3).
  8. Complete clinical hours in K-8 environment: (fifty-five hours undergraduate, sixty hours post baccalaureate).

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EDC 720 - Instructional Methods, Strategies, and Technologies to Meet the Needs of All Students

Credits: 4

Through the development of lesson plans in this clinical course, students demonstrate knowledge and expertise of a variety of instructional methods and research-based strategies to improve learning for diverse student populations facing complex individual learning challenges. Students will research instructional strategies and metacognition to determine its effectiveness in increasing independence, enhancing learning, and developing thinking skills in mathematics. Through their understanding of the principles of instruction, assessment, remediation, and technology integration, students develop a comprehensive math unit.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 607G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Identify Common Core State Standards (CCSS)-Math and respective IEP goals, and ISTE-Student standards to develop 2 units of five lessons in the area of math content. (1 unit f2f and 1 unit web-based)
  2. Develop proficiency in reflective analysis of student work focusing on math content.
  3. Utilize web-based authoring program to develop interactive online unit of five lessons.
  4. Understand the foundations of learning and instruction.
  5. Assess a student's level of understanding in mathematics.
  6. Develop skills for planning and monitoring performance (including formative assessment, reflective analysis and RTI).
  7. Understand and know when to apply: Direct Instruction, Concept Teaching, Problem Based Learning, Questioning and Discussion/Discourse methods of instruction to lessons.
  8. Teach specific instructional strategies to enhance student engagement or learning.
  9. Write a research paper on the effectiveness of strategy based learning (activating cognition/metacognition) to improve educational outcomes for students.
  10. Understand and analyze NHDOE's Performance Plus.

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EDC 721 - Assessment of Students with Disabilities

Credits: 4

This clinical course focuses on the tools and procedures involved in the evaluation and determination of education disabilities. Under the supervision of the district mentor, students review school records, observe an evaluation team meeting, consult with district evaluators, review a variety of assessment tools and evaluation reports, and develop the skills necessary to administrator and interpret some of the assessments commonly used by special education teachers. The culminating activity of the course is the development of a formal assessment report.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 611G

Grade Mode: Letter Grading

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  1. Identify appropriate assessment tools, administer and interpret the assessments, and write a formal assessment report for two students.
  2. Research and REFLECT on the legal and ethical responsibilities of a special education teacher.
  3. Understand the basic terminology and scores in assessment.
  4. Discuss with a qualified examiner the assessment tools typically used to measure intelligence, communication skills, academic skills, and other skills.
  5. Understand evaluation team membership and how the above areas can affect academic learning.
  6. Administer and interpret informal assessments including observations, criterion-referenced tests, and portfolio assessment.
  7. Understand the role of formative assessment, response to instruction in relation to planning appropriate instruction.
  8. Become familiar with reporting student progress, data based measurement, and response to intervention.
  9. Administer and interpret formal assessments including a comprehensive standardized achievement battery and diagnostic assessments.
  10. Write an informal and a formal assessment report.
  11. Understanding of students with disabilities through fifty-five hours of clinical observation.

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EDC 722 - Strategies for Teaching Science

Credits: 4

This clinical course focuses on learning theories and their application to science instruction. Students examine a variety of instructional strategies through readings, observation and participation in their clinical placements, and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide science instruction. Additional topics include integrated STEM curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan, teach and evaluate an integrated thematic unit with lessons that align with Next Generation Science Standards.

Attributes: Writing Intensive Course

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 613G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Identify within STEM standards: science, technology, engineering and math and develop one unit of five lessons incorporating STEM standards.
  2. Utilize WebQuest or other web-based inquiry learning activity to supplement science unit/concepts.
  3. Develop proficiency in reflective analysis of student work focusing on an academic skill.
  4. Use the backward design model: Understanding by Design (UBD), to plan the STEM unit.
  5. Understand and apply research- based instructional models: direct instruction, inquiry learning, concept learning, and problem-based learning and constructivist learning theory.
  6. Develop the ability to use questioning to encourage higher level thinking for diversified learners.
  7. Develop proficiency in formative assessment and reflective analysis of student work.
  8. Understanding of roles and responsibilities of a science educator through fifty-five hours of clinical observation.

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EDC 723 - Teaching Language Arts and Literacy

Credits: 6

This clinical course examines the theoretical foundations of reading and the range of approaches to literacy instruction in the United States. Students explore the interrelated components of reading and writing and develop comprehensive strategies for supporting reading development for all children in grades K-8. In this course students observe classroom instruction in literacy, have opportunities to engage with children in using literacy strategies, and use a range of strategies to assess students' reading and writing. Fifty to sixty supervised clinical hours are required.

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 610G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Identify and interpret major theoretical perspectives on the reading process and evaluate their strengths and weaknesses.
  2. Observe and describe strategies used in teaching and assessing reading and writing in elementary classrooms.
  3. Analyze instructional approaches to reading and writing observed in elementary classrooms.
  4. Develop a tool-kit of instructional strategies in comprehension, vocabulary, phonemic awareness, phonics, fluency, and the writing process that they can implement in teaching students in grades K-5 to strengthen their reading and writing.
  5. Select and use a range of assessment tools to identify individual student's literacy strengths and needs and to plan further instruction.
  6. Design a lesson plan unit for teaching reading and writing in an elementary classroom that incorporates instruction in comprehension, vocabulary, phonemic awareness, phonics, fluency, and the writing process.
  7. Implement and evaluate the effectiveness of a holistic reading and writing lesson in a K-6 classroom.
  8. Evaluate theoretical models of literacy in the construction of a personal theory of literacy instruction.

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EDC 724 - Elementary School Mathematics Methods

Credits: 4

This clinical course focuses on learning theories and their application to elementary school mathematics instruction. Students research a variety of instructional strategies through readings, observation, and participation in a clinical placement and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the Common Core State Standards in Mathematics guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan two five-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units.

Attributes: Writing Intensive Course

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 616G

Mutual Exclusion: No credit for students who have taken MATH 703.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Explore and apply systematic teaching and research based learning strategies.
  2. Explain various mathematical concepts through written explanations, examples, and chapter tests.
  3. Apply Understanding by Design (UBD) to plan, develop, and teach mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
  4. Integrate web-based technology into unit plans.
  5. Explain why assessment is vital to successful mathematics instruction.
  6. Analyze data from a variety of assessments to improve student learning.
  7. Develop an improvement plan reflecting strengths and weaknesses, and resources to help meet personal goal.
  8. Enter the key assignments into the exit portfolio demonstrating attained skills.
  9. Use RASWs to increase student achievement in mathematics.
  10. Develop an understanding of mathematics instruction through fifty-five hours of clinical teaching/observation.
  11. Utilize collaboration and PLCs to improve student learning.

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EDC 731 - Aspects of Mathematics Learning

Credits: 4

The clinical course is designed to provide prospective secondary school and middle school teachers with the skills to develop an integrated approach to teaching and learning. It will cover cultural and psychological aspects of learning mathematics, models of instruction and planning, teaching and learning styles, assessment strategies, models and organization and selection of curriculum materials, classroom management, and the role of technology and media within these. Ninety supervised clinical hours are required.

Attributes: Writing Intensive Course

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-.

Equivalent(s): EDU 652G

Mutual Exclusion: No credit for students who have taken MATH 700.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Compare and contrast different learning theories and discuss their appropriateness for diverse students.
  2. Plan equitable lessons enabling all students to construct new concepts through active participation in mathematical modeling, investigations, and problem solving.
  3. Plan lessons incorporating manipulatives, current technologies, and formative assessments.
  4. Provide opportunities for students to use written, oral, and other creative expressions to demonstrate their understanding of mathematical concepts to various audiences.
  5. Demonstrate the capacity to appreciate and recognize the value of professional practices which include learning mathematics content independently and collaboratively.
  6. Demonstrate knowledge of current state, national and international research, standards, and recommendations regarding teaching of mathematics.
  7. Analyze data to create an action plan to improve student learning.
  8. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  9. Develop an understanding of mathematics instruction through ninety hours (undergraduate)/sixty hours (post-baccalaureate) of clinical observation / teaching.

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EDC 732 - Reading and Writing in the Mathematics Content Area

Credits: 4

This clinical course is designed to provide prospective secondary and middle school teachers with the knowledge, skills, and resources necessary to incorporate literacy skills into their mathematics content area plans. Emphasis will be on integrating the teaching of reading, writing, and oral literacy skills from various fields; students will explore and practice the methods and strategies, including testing and measurement assessments necessary to meet the diverse literacy needs of today's students allowing them to become independent students. Teaching and discussing theoretical and practical application of current theories and methods involved in teaching literacy to diverse secondary and middle student population within the contemporary pluralistic classroom, including differentiated learning styles through socioeconomic status, gender, and heritage will be emphasized. Ninety supervised clinical hours are required.

Attributes: Writing Intensive Course

Prerequisite(s): EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D- or EDC 731 with a minimum grade of D- or EDU 652G with a minimum grade of D-.

Equivalent(s): EDU 653G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Plan and conduct units and lessons appropriate for the grade range which incorporate literacy strategies that assist students in reading and understanding mathematics. Lessons emphasize connections within and between mathematics and other disciplines.
  2. Communicate an understanding of mathematics, including, but not limited to, the ability to demonstrate a capacity to communicate coherently about mathematics and mathematics education in both written and oral ways using appropriate mathematical language and notation. The ability to interpret and explain mathematical ideas through reading mathematics in professional publications, as well as analyze and assess the mathematical thinking and strategies of others.
  3. Recognize, explore, and develop mathematical connections, including, but not limited to the ability to provide examples of how mathematics is practiced in various fields. Students will build mathematical understanding by identifying and applying connections among mathematical ideas and show how ideas build on one another across grade levels to form a coherent discipline.
  4. Analyze data to create an action plan to improve student learning.
  5. Utilize collaboration and PLCs to improve student learning.
  6. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  7. Develop an understanding of mathematics instruction through ninety hours of clinical observation/teaching.

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EDC 733 - Middle Level Mathematics Methods

Credits: 4

This clinical course focuses on mathematics learning theories and their application to middle school mathematics instruction. Students examine a variety of instructional strategies through readings, observation and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan two, five-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required.

Attributes: Writing Intensive Course

Prerequisite(s): (EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-) and (EDC 732 with a minimum grade of D- or EDU 653G with a minimum grade of D-).

Equivalent(s): EDU 614G

Mutual Exclusion: No credit for students who have taken MATH 703, MATH 709.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Apply Understanding by Design (UBD) to develop and apply mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
  2. Integrate web-based technology into unit plans.
  3. Analyze data from a variety of assessments to create an action plan to improve student learning.
  4. Explore and apply systematic teaching and research-based learning strategies.
  5. Explain various mathematical concepts through written explanations, examples, and formative and summative assessments.
  6. Utilize technology to enhance student learning (advanced level).
  7. Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online.
  8. Explain why assessment is vital to successful mathematics instruction.
  9. Utilize collaboration and PLCs to improve student learning.
  10. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  11. Develop an understanding of mathematics instruction through ninety hours of clinical observation/teaching.

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EDC 734 - Upper Level Mathematics Methods

Credits: 4

This clinical course focuses on mathematics learning theories and their application to secondary mathematics instruction. Students examine a variety of instructional strategies through readings, observation, and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan two, 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required.

Attributes: Writing Intensive Course

Prerequisite(s): (EDC 700 with a minimum grade of D- or EDU 622G with a minimum grade of D-) and (EDC 732 with a minimum grade of D- or EDU 653G with a minimum grade of D-).

Equivalent(s): EDU 615G

Mutual Exclusion: No credit for students who have taken MATH 709.

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Apply Understanding by Design (UBD) to develop and apply mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
  2. Integrate web-based technology into unit plans.
  3. Analyze data from a variety of assessments to create an action plan to improve student learning.
  4. Explore and apply systematic teaching and research-based learning strategies.
  5. Explain various mathematical concepts through written explanations, examples, and formative and summative assessments.
  6. Utilize technology to enhance student learning (advanced level).
  7. Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online.
  8. Explain why assessment is vital to successful mathematics instruction.
  9. Utilize collaboration and PLCs to improve student learning.
  10. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  11. Develop an understanding of mathematics instruction through ninety hours of clinical observation/teaching.

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EDC 790 - Integrative: English Language Arts

Credits: 4

This capstone course in English Language Arts builds on all previous work in both education and English. Students explore current research in the field of English Language Arts education and synthesize their knowledge to build effective instructional practices that support children's learning. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.

Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).

Equivalent(s): EDU 660G

Grade Mode: Letter Grading

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  1. Interpret and critique English Language Arts standards and current theories regarding literacy instruction and the research upon which they are based.
  2. Articulate and analyze the importance of the various components of literacy and of a balanced approach to reading and writing instruction at the elementary level.
  3. Build awareness of scaffolding techniques to use in writing instruction and in shared, modeled, interactive, guided, and independent reading and writing.
  4. Synthesize information from research, formulating strategies to facilitate the development of comprehension through reading, writing, and direct instruction.
  5. Evaluate, select, and implement methodologies, approaches, and accommodations when teaching and assessing literacy for English language learners and children with diverse needs.
  6. Apply knowledge of best practice instruction in designing and implementing a lesson plan unit that provides instruction in English Language Arts for elementary students.

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EDC 791 - Integrative: Social Studies

Credits: 4

This capstone course in Social Studies builds on all previous work in both education and Social Studies. Students explore current research in the field of Social Studies and synthesize their knowledge to build effective instructional practices that support children's learning. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.

Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).

Equivalent(s): EDU 661G

Grade Mode: Letter Grading

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  1. Understand the challenges and instructional implications facing educators related to 21st century students (diversity, tech-savvyness, and new forms of cognition), 21st century skills, and 21st century learning environments.
  2. Explore research on how children and adults learn best and the resulting need for increased use of real world project-based learning and authentic assessment.
  3. Gain an understanding of social scientific research traditions relating to quantitative, qualitative, and action research, and of the parallels between teacher-led inquiry and student-led social scientific inquiry.
  4. Learn about technology resources, tools, and strategies that optimize student engagement and learning results and facilitate equitable student access to compelling learning opportunities.
  5. Apply knowledge of best practice instruction in designing, implementing, and evaluating a unit that provides instruction in Social Studies for elementary and/or secondary students, using technology, project-based learning and authentic assessment.

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EDC 792 - Integrative: Mathematics Studies

Credits: 4

This capstone course in Math Studies builds on all previous work in both education and Math Studies. Students explore current research in the field of Math and synthesize their knowledge to build effective instructional practices that support children's learning. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.

Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).

Equivalent(s): EDU 665G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Research areas of real-world applications for algebra, geometry, pre-calculus, and calculus and create an extensive portfolio of these applications that connect to the topics and objectives from these subjects.
  2. Create a bibliography of computer websites, apps, and technologically-based activities that support the concepts studied in algebra, geometry, statistics, pre-calculus, and calculus.
  3. Focusing on one mathematical concept, trace its historical development and then extensively research different ways that this concept could be taught. Include traditional methods, constructivist methods, and methods that use different types of technology.
  4. Research and analyze the trends of mathematics instruction in the last fifty years and compare and contrast them to current theories.

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EDC 797 - Practicum: Professionalism in Early Childhood Education

Credits: 4

This clinical course is designed to provide an opportunity for students to apply early childhood educational and developmental theory to practice in a licensed early childhood setting. Students participate in an approved site where they plan and implement curriculum under the supervision of a credentialed early childhood professional. This capstone experience allows the student to integrate course work in early childhood education, curriculum, assessment, and child development. In addition, students reflect upon and analyze field experiences. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.

Attributes: Writing Intensive Course

Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).

Equivalent(s): EDU 650G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Promote development and learning of preschool children or school-age youth by applying a range of teaching/learning methods with children in a variety of educational settings.
  2. Communicate effectively to build family and community relationships and engage families in their children's development and learning.
  3. Implement developmentally appropriate activities, curricula, and discipline and classroom management strategies and critique them for their effectiveness.
  4. Observe, document, and assess behavior and development and keep appropriate records.
  5. Apply developmental and educational theory and research to classroom practice and articulate the connections.
  6. Analyze and evaluate field experiences, including the supervised experience in the classroom.
  7. Reflect upon and revise a personal philosophy of education.
  8. Apply standards of professional ethical conduct in all field experiences.
  9. Advocate for the rights and needs of children and families and education professionals.
  10. Complete a portfolio that represents growth in professional knowledge and thinking during their undergraduate education program.

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EDC 798 - Culminating Teaching Experience and Seminar

Credits: 4

This course is the culminating experience in the plan of study toward NH teacher certification. This course gives teacher candidates an opportunity to be mentored in their field of certification by experienced teachers holding graduate degrees and to practice the variety of methods and strategies studied in the teacher preparation program. Teacher candidates enrolled in this course may be at different stages of acquiring the three hundred sixty to four hundred forty hours of supervised teaching experience. Additionally, teacher candidates will use the Teacher Candidate Assessment of Performance process to develop a final culminating document that demonstrates their proficiency in the areas of contextualization, planning and preparation, instruction, academic language, assessment, and reflection.

Attributes: Writing Intensive Course

Equivalent(s): EDU 651G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Construct a philosophy of developmentally appropriate educational practice that reflects the belief that all children/students can learn and develop to their full potential, and shows respect for the gifts and talents of all children/students.
  2. Design developmentally appropriate practice and lesson plans that demonstrate their knowledge of the content they teach; and are able to connect to state and local curriculum frameworks and guidelines, the community, and the ever changing nature of knowledge.
  3. Design developmentally appropriate practices and instruction that supports the cognitive, language, moral, social, emotional, physical, and creative development of children/students.
  4. Design instruction that demonstrates an understanding of diversity of learners and uses a variety of resources including technology.
  5. Create learning environments that are collaborative, challenging, dynamic, safe, and encourage openness, respect and caring.
  6. Use formal and informal assessments to continually monitor children's/student's learning needs, program design, and teaching effectiveness, and have the ability to communicate the results to children, parents and colleagues.
  7. Model professionalism in all aspects including: communication, ethics, self-reflection, professional development, and community/school and district involvement.
  8. Communicate the TCAP expectations to the faculty members of their clinical site.
  9. Use SWIVL video in a self-reflection process.
  10. Submit a completed TCAP A-Z document detailing the process and outcome of the culminating teaching experience.
  11. Complete the Exit Survey: https://www/surveymonkey.com/s/8TPST83

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