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Education

Contemporary and historical analysis of public education. Orientation to the teaching profession as a career choice through personal reflection, professional readings, and field experience. Introduction to professional standards through electronic portfolio development. Fall, Spring, Summer.

Introduction to the field of early childhood education including analysis of professionalism, ethics, historical trends, and current models. Orientation to the early care and education profession through professional readings, classroom observation, introduction to state/national standards, personal reflection. Active class participation required. Fall.

Introduction to the history of education and the role of the teacher; exploration of multiple perspectives on learning and teaching. Preparation for the dispositional and academic expectations for future educators. Fall, Spring.

What does it mean to be a middle or high school teacher? Students will answer that question and explore the qualities and skills needed to be successful in this profession. Historic milestones in the US Educational system will be examined. Students will also reflect on the development of the adolescent. Fall, Spring.

Critical analysis of educational systems within cultural, social, political, and economic contexts. Major issues in education are addressed through a variety of perspectives, including practices for democratizing classrooms and schools, teaching for social justice and equity in a diverse society, multicultural education, and school reform. Prerequisite: C or higher in EDUC 100, 2.5 overall GPA. Fall, Spring, Summer.

Exploration of typical and atypical development of the whole child (cognitive, language, physical, social, and emotional) through examination of developmental and learning theories; special education law and process; impact of disabilities on child, family, and learning; collaborative approaches to support the individual needs of each student. Prerequisite: Sophomore standing. Fall, Spring.

Students will experience the basic forms of mindfulness meditation - awareness of breath, body, sounds, thoughts, and feelings - mindfulness while doing yoga, and loving-kindness meditation. Students will experience various informal practices: mindfulness while eating, walking, and conversing, and doing routine activities. A focus on reducing stress is interwoven into the course. Pass/Fail. Cross-listed as HLSC 203.

Students will explore the psychological underpinnings of mindfulness meditation and research support for meditation. Each student will do a major project. Pass/No Pass. Prerequisite: EDUC 203 or HLSC 203. Cross listed as HLSC 204.

Introduction to teaching and learning strategies for literacy instruction: writing, speaking, listening, viewing, and reading (phonemic awareness, phonological awareness, vocabulary, fluency, and comprehension). Development of skills to differentiate and modify instruction and accommodate the developmental needs and challenges of diverse learners. Prerequisite: Sophomore standing. Fall, Spring.

In-depth exploration of the development of infants and toddlers within the context of their families. Focus on developmentally appropriate practices using NAEYC initial licensure standards and DECs Recommended Practices. Emphasis on respectful and responsive care of each child. Field observations in early intervention and early care and education settings. Prerequisites: C or higher in EDUC 111 and EDSP 202, or permission of instructor. Overall GPA of 2.75. Spring.

An introduction to the scope and sequence of secondary education curricula. Development of an interdisciplinary unit based on state and national standards. Course will focus on theories of learning, differentiated instruction, and assessment strategies to meet the needs of diverse learners. Prerequisite: EDUC 131, 2.75 overall grade point average. Fall, Spring.

Historical perspectives, trends, impact of legislation, and school contexts on the evolving and changing field of special education; learning theory, styles, and differences - including language psychological processing; and underlying principles of curriculum accommodations and modifications. Prerequisite: EDSP 202 or EDUC 231.

Study of a selected topic in education. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

Study of a selected topic in special education. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

An opportunity for a qualified student to explore work in an area of individual interest, selected and pursued in consultation with a faculty member. Consent required of the instructor who will supervise the independent study. May be repeated for a total of 8 credits.

An opportunity for a qualified student to explore work in an area of individual interest, selected and pursued in consultation with a faculty member. Consent is required from the instructor who will supervise the independent study. May be repeated for a total of 8 credits.

An exploration of schooling and its relationship to culture and society, focusing on women's role in education as both students and educators. Uses a historical, sociological, and feminist lens in examination of women's struggle for equality in education, with parallels drawn to struggles of other subjects of marginalization. Prerequisites: 24 credits in ISP, including ITW 101 and IQL 101. Spring.

Young adult novels often describe teenage characters as they explore their own changing identities. These novels also provide prospective teachers with insight into adolescents. In this interdisciplinary exploration of literature and education, students will analyze how these novels relate to adolescent development and can help teachers understand their future students. Prerequisites: 24 credits in ISP including ITW 101 and IQL 101. Annually.

This interdisciplinary course traces roots and growth of student activism on local and national levels. It examines youth empowerment within the United States since 1960 using the disciplines of History and Political Science. Emphasis given to addressing how student activism in previous decades compares to 21st-century American student activism. Prerequisites: 24 credits in ISP, including ITW and IQL. Fall, Spring.

Study of developmentally appropriate practices using NAEYC standards. Emphasizes curriculum development, diversity, antibias approaches, environmental design, child guidance, observation, assessment, family centered practice, health, safety, and the development of a professional role in childcare settings. Field experience in an infant, a toddler, or preschool classroom at KSC Child Development Center. Prerequisites: Admission to Educator Preparation, EDUC 200 and EDSP 202, and MATH 171, Junior standing. Fall, Spring.

Study of developmentally appropriate practices using NAEYC standards. Emphasizes curriculum development in math, science, language arts, and social studies; classroom design; child guidance; assessment; family involvement; health and safety; and the development of a professional role in the public school-early childhood classroom. Field experience in a public school, primary grades classroom. Prerequisites: EDUC 311, Junior standing. Fall, Spring.

Developmentally appropriate practices using NAEYC initial licensure standards. Emergent curriculum, diversity, anti-bias approaches, environmental design, child guidance, observation, assessment, family-centered practice, health, safety, and development of professional role in inclusive early childhood settings. Field experience; infant, toddler, or preschool classrooms at KSC CDC or other early care and education centers. Prerequisite: Overall GPA 2.75; C or higher in EDUC 211; Admitted into the Early Childhood Development Program. Fall, Spring.

Focus on respectful and ethical observation, assessment, and intervention strategies to support young children in natural environments aligned with NAEYC Professional Preparation Standards and DEC's Recommended Practices. Field experiences in inclusive early childhood settings. Prerequisite: Overall GPA 2.75; C or better in EDUC 314. Fall, Spring.

Integration of theoretical and practical approaches to literacy and social studies instruction in grades K-6. Application of curriculum development (lesson planning and cross-circular integration), literacy instruction and assessment, children's literature, pedagogical practices and arts integration through extended field experiences. Prerequisites: Admission to Educator Preparation Program; C or better in EDUC 200 and EDSP 202; overall 2.75 GPA. Fall, Spring.

Practical approaches to developing scientific , engineering, and mathematical knowledge and practices for K-6 students. Application of lesson and unit planning through extended supervised field experience with emphasis on performance assessments and student learning outcomes. Classroom management skills and differentiated instruction are applied in the K-6 classroom. Prerequisite: C or better in both EDUC 321 and MATH 172, successful completion of Disposition Review. Fall, Spring.

An introduction to secondary methods of instruction, including designing lesson plans, understanding middle and high school philosophies, and writing standards-based objectives or outcomes. Includes a minimum of 20 hours of fieldwork. Prerequisites: EDUC 231 and admission to Educator Preparation. Fall.

An examination of techniques for positive classroom management, tools for intervention, and strategies for creating a positive classroom environment. Legal issues and responsibilities will be discussed. Includes classroom observation. Prerequisite: EDUC 231 and admission to Educator Preparation. Fall, Spring.

An examination of the roles and responsibilities of the secondary content teacher in the context of the special education process. Focus on inclusive teaching practices, social and academic supports, collaborative challenges, and current issues for teachers of individuals with disabilities. Prerequisite: EDUC 231 and Admission to Educator Preparation. Fall, Spring.

Full-time placement in educational setting(s) appropriate to intended certification. Supervision provided by college supervisor and field-based professional toward mastery of principles, attitudes, and techniques for successful teaching. Graded Pass/Fail. Prerequisite: Permission of Educator Preparation Office. Fall, Spring.

Full-time placement in educational setting(s) appropriate to intended certification. Supervision provided by college supervisor and field-based professional toward mastery of principles, attitudes, and techniques for successful teaching. Prerequisite: Permission of Educator Preparation Office. Graded Pass/Fail. Fall, Spring.

Seminar taken during student teaching focuses on current social, legal, and ethical issues affecting early childhood education. Includes reflection on professional identity and culminating portfolio development. Corequisite: Student teaching. Fall, Spring.

Seminar focuses on responsibilities and skills needed for leadership and administration of early childhood programs. Includes legal and financial issues, health and safety concerns, understanding of cultural and family diversity, licensing and accreditation standards. Components of healthy organizations and leadership qualities will be examined. Interaction with program directors/administrators required. Hybrid course/partially on-line. Prerequisites: C or better in EDUC 315; Overall 2.75 GPA. Taken concurrently with EDUC 414 (Specialization 1) Fall or Spring; or EDUC 415/EDUC 416 (Specialization 2). Spring.

Full-time placement in educational setting appropriate to early childhood field. Supervision provided by college supervisor and field-based professional to support mastery of knowledge, skills, dispositions required for success in the field. Graded Pass/Fail. Taken concurrently with EDUC 412. Prerequisites: C or better in EDUC 315; Overall 2.75 GPA; Permission of instructor. Fall, Spring.

Study of developmentally appropriate practices using NAEYC standards. Emphasizes curriculum development in math, science, language arts, and social studies; classroom design; child guidance; assessment; family involvement; health and safety; and the development of a professional role in the public school-early childhood classroom. Field experience in a public school, primary grades classroom. Taken concurrently with EDUC 412 and EDUC 416. Prerequisites: C or better in EDUC 315, MATH 171, EDUC 205; GPA 2.75 overall. Admission to and permission of Educator Preparation Office. Spring. 

Full-time placement in Primary Grades public school setting. Supervision provided by college supervisor and field-based professionals to meet national professional standards and support mastery of knowledge, skills, dispositions required for NH teacher certification in Early Childhood (Birth through age 8/grade 3). Graded Pass/Fail. Taken concurrent with EDUC 412 and EDUC 415. Prerequisites: C or better in EDUC 315, MATH 171, EDUC 205. GPA 2.75 overall. Admission to and permission of Educator Preparation Office. Spring.

Seminar taken concurrently with student teaching, focuses on the development of teacher candidates' professional identities, as they meet all of the requirements of their field placements. Teacher candidates engage in collaborative problem solving and self-reflection while exploring topics including classroom management, school law, and pedagogical approaches. Prerequisites: EDUC 321 and EDUC 322; taken concurrently with EDUC 400. Fall, Spring.

Advanced secondary methods of instruction including standards-based unit plans, current issues, and reflective professional practice. Includes a minimum of 30 hours of fieldwork. Prerequisite: EDUC 331. Fall.

Capstone course for secondary education majors in which they will engage in a professional discourse community and develop critical thinking skills through analysis of historic and contemporary theories and trends in education. Prerequisite: EDUC 331. Fall, Spring.

Study of a selected topic in education at an advanced level. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

Study of a selected topic in special education at an advanced level. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

EDUC495 Seminar

1-4 credits

Group study of topics in selected area of education. Elective credit only. Prerequisites: Senior status and permission of instructor. Fall, Spring.

EDSP495 Seminar

1-4 credits

Group study of the problems in educating exceptional children and the techniques and procedures by which comprehensive educational care can be provided. Research related to the development of Special Education programs. Fall, Spring, Summer.

Intensive study of an educational problem encountered in a school or community. May be repeated to a total of 8 credits. Prerequisite: Permission of instructor. Fall, Spring.

Intensive study of an educational problem encountered in a school or community. May be repeated for a total of 8 credits. Fall, Spring, Summer.

A clinical experience in which students who are under contract within a school district or agency acquire fuller understanding of the principles, attitudes, and techniques related to a successful teaching career. Prerequisite: Permission of Educator Preparation Office. Fall, Spring.

A clinical experience in which students who are under contract within a school district or agency acquire fuller understanding of the principles, attitudes, and techniques related to a successful teaching career. Prerequisite: Permission of Educator Preparation Office. Fall, Spring.

EDUC595 Seminar

1-4 credits

Group study of topics in selected area of education. Elective credit only. Prerequisite: Graduate students or seniors with permission of divisional dean. Fall, Spring.