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Education Programs

Bachelor of Arts in:

Elementary Education
Educational Studies
General Special Education K-1
Physical Education K-12
Theatre Education K-12

Bachelor of Arts in Secondary Education

Life Sciences 7 – 12
English 5 – 12
Mathematics 7 – 12
Social Studies 5 – 12

The study of education at New England College contains two undergraduate options: 1) Educational Studies and 2) Teacher Certification. Upon entering the Education Program all students are considered to be Education majors. Students choose either the Educational Studies path or the Certification path.  In order to apply to the Teacher Certification path students use the process described below. Students who decide that they want to work in educational settings in roles other than state certified teachers (e.g. teaching assistants, educators in the public sector – a museum, a not-for profit organization, educators in private schools, etc.) may choose the Educational Studies path for their program. Students who choose the Educational Studies portion of the program will work with their advisors and the Associate Dean of Education to tailor their program to meet their career goals.

New England College’s teacher education programs are accredited by the New England Association of Schools and Colleges (NEASC) and the certification programs are approved by the New Hampshire State Board of Education. The teacher certification major is designed for students interested in elementary education, secondary education, general special education, theatre education, physical education, principal (graduate only) or superintendent (graduate only) and who seek certification in New Hampshire and other states. The educational studies and certification majors are experience based programs in which students take the theory of the classroom into the field.

Imagine an education program where students and teachers work together to identify and solve community-based problems and gain the knowledge and power to take thoughtful and effective action. Imagine an education experience that allows you to become an active member of the school and community and where your contributions and achievements are authentic and valued. From the first year, students might read to a second grade child, create and lead an after school program, direct a student performance, or help lead students to improve the quality of their own schools and communities.

Requirements for Retention in the Educational Studies Major

  • WR 1010 and WR 1020 with grades of C or better in each.
  • ED 2110 – Professional Practices in Education and Practicum I with a grade of C or better
  • Minimum cumulative GPA of 2.00 for retention in major

What is Teacher Certification?

In New Hampshire, as in most states, graduating from college with a degree in Education is not sufficient to become a teacher in the public schools of the state. One must also be certified to teach. Certification is obtained by meeting various state requirements covering general education (writing, mathematics, and the NEC Liberal Arts and Science program) meeting the requirements of a major, meeting the requirements of an accredited Education Department (such as the one at New England College), and meeting specific state requirements in the particular area of education (elementary, secondary, special education, etc.) that a student wishes to pursue. These requirements are described below, along with a step-by-step process for being accepted into the Teacher Certification Program. The process may seem complicated, but each Education major at the College is assigned an advisor who will help him/her through the process. The goals of the Teacher Certification program can be found in the Academic Catalog.

All teacher certification candidates must show evidence of meeting the New Hampshire State certification standards including the 609s (general education standards), 610s (professional education standards), and the standards associated with the student’s intended area of certification (elementary, secondary: life sciences, social studies, English, or mathematics, theatre K-12, physical education K-12, general special education K-12). These standards can be found at http://www.gencourt.state.nh.us/rules/state_agencies/ed600.html. The General Education standards are fulfilled through the General Education program at NEC: Writing 1010 and 1020, College Math, and LAS 1 through LAS 7.

General Requirements for Teacher Certification Majors

To meet state certification requirements, in addition to meeting the education department’s requirements, all Education majors must also complete a content major. Physical education certification majors have their major area of concentration in kinesiology, and theatre education K-12 certification majors have their major area of concentration in theatre. General Special Education certification majors must also major in one of the secondary certification areas or elementary education or enter the College with valid and current elementary or secondary certification. Elementary education majors have their major area of concentration in elementary education liberal arts/elementary content.

Beginning with the first year, students may obtain practical experience in teaching and working with students; field-based experiences and service-learning are incorporated throughout the professional sequence. The teacher certification major at New England College includes a broad general education background in the liberal arts, integrated with a sequence of professional courses in education. All teacher certification candidates are required to take and pass the Core Academic Skills Test in order to apply to the major. To learn more about this test or register for it please refer to http://www.ets.org/praxis/nh/. Teacher certification candidates in elementary and secondary education are required to take the Praxis II test prior to being eligible for student teaching and pass Praxis II in order to be eligible for certification. To learn more about this test or register for it please refer to http://www.ets.org/praxis/nh/. Those seeking certification in Elementary Education must take and pass the Foundations of Reading Test before they can obtain their certificate. For information about the FOR test please refer to http://www.nh.nesinc.com/.

Requirements for acceptance to the Teacher Certificate Programs

STEP ONE

Enroll in ED 1992 Portfolio II. At the conclusion of this class the student will submit a completed electronic portfolio to the Associate Dean of Education and if all requirements below are met the candidate will be scheduled for an interview with members of the teacher education faculty.

Minimum requirements for acceptance are:

  • grades of C or better in WR 1010 and WR 1020 or, if the student is a conversion student, grades of C or better in at least one College Writing course;
  • a grade of B or better in ED 2110 – Professional Practices in Education and Practicum I or ED 5110 – Teachers as Leaders;
  • completion of the college math requirement with a grade of C or better or, if the student is a conversion student, a grade of C or better in a college level math course;
  • passing scores on the CORE Academic Skills test;
  • a minimum cumulative grade point average of 2.75 for acceptance into and retention in the teacher certification major (undergraduates); a minimum cumulative grade point average of 3.0 for acceptance into and retention in  the Masters of Education and teacher certification program;
  • sophomore status (undergraduates) or completion of ED 5110 (graduates); and
  • permission of the Associate Dean of  Education.

STEP TWO

Students will present their e-portfolio which will contain:

  • a copy of the student’s transcripts;
  • a letter introducing the faculty to the portfolio, what is in it, why the student selected what he/she chose, and points of interest;
  • a table of contents;
  • the Intent to Major in Education form;
  • a typed essay sharing the student’s reasons for wanting to major in teacher certification and any personal experiences that have led the student to pursue a career in teaching (undergraduates). Graduate students may submit the essay that they included in their application to the Master of Education program;
  • at least one letter of recommendation from a faculty member who is not in the Education Department. If the student is a graduate student, he/she may use the letters of recommendation submitted at the time of application to the Master’s of Education program;
  • a writing sample (each participant will be given one question to which he/she must respond in writing) – if the student submits his/her portfolio through the PLP this sample must be scanned to be placed eFolio;
  • copies of mid-semester and final evaluations from Practicum experiences;
  • at least two writing samples, one should be from a course other than education – graduate students may submit both samples from courses in education; and
  • other materials the applicant believes attest to his/her qualifications and ability to major in education such as sample lesson plans, photos, videos of the student teaching a lesson, etc.

The faculty in the Education Department will review the applicant’s portfolio and the Associate Dean of Education will notify the applicant of his/her status. Those who are eligible to continue the application process will be invited to make an appointment for an interview with members of the teacher education faculty. Those who are ineligible to continue or who need to make revisions to their portfolios will be asked to meet with their academic advisor to discuss alternatives.

STEP THREE

The applicant will be interviewed by at least two members of the teacher education faculty. Students will be evaluated for acceptance/retention into the teacher certification program and for recommendation for state certification using the basic criteria as set forth by the State of New Hampshire, which include:

  • quality of scholarship;
  • leadership potential;
  • physical and mental health appropriate to the tasks to be performed;
  • acceptable voice and speech characteristics;
  • competency in oral and written English;
  • competency in mathematics;
  • participation in extracurricular activities;
  • competency in the major area of study;
  • competency in the professional sequence of study;
  • successful performance in professional experiences; and
  • personal characteristics.

Please Note: In order to be admitted to all phases of the teacher certification program, and finally to the profession, candidates must demonstrate the competencies implicit in the general criteria as stated above.

The applicant will be notified in writing of his/her status after the interview. If accepted, the student must keep the following in mind:

  • to be retained in the major the student must maintain a minimum cumulative grade point average of 2.75 (undergraduate) and 3.0 (graduate);
  • students are responsible for knowing the requirements that must be fulfilled to be eligible
    for certification;
  • the student must have an academic advisor in his/her major as well as an academic advisor in teacher education; and
  • all students must clearly identify their content major – secondary education majors may select English, social studies, life sciences, mathematics; elementary education majors complete the elementary education liberal arts content major; general special education majors must also select elementary education or secondary education and fulfill all requirements associated with that area of certification; theatre education majors and physical education majors must complete the content courses attached to their area of certification.

Student Teaching

This is a semester long field experience during which the student works as a fulltime supervised teacher in a school near the College. Those seeking elementary or secondary education and special education and general special education participate in students teaching in both areas for a minimum of 20 weeks. In order to be eligible to student teach in special education the student must perform exceedingly well as measured by the Danielson Framework for Effective Teaching (modified for the program) in Methods Practicum III and be recommended by the faculty supervisor. Students must be accepted to the major, have completed all prerequisites, and obtain the permission of the Associate Dean of Education to enroll in student teaching and they must have taken Praxis II if required for their area of certification.

Teacher Certification

Upon successful completion of the teacher certification program and graduation from New England College, and passing the Core Academic Skills Test or its equivalent (all students), the Foundations of Literacy (FOR) test (elementary), and Praxis II (currently required of secondary education and elementary education majors) students will be recommended by the New England College Teacher Certification program to the New Hampshire State Department of Education for a three-year “Beginning Educator’s Certificate.” Certification is issued by the state upon its receipt from the student of the appropriate application form, the application fee, and verification by ETS of the CORE Academic Skills test and Praxis II scores and for elementary candidates the Foundations of Literacy test. Students should be aware that competency exams for all certification tracks are being phased in by the State Department of Education. Remember, when taking the CORE, FOR, and Praxis tests, you MUST have your scores sent directly to New England College as well as the New Hampshire State Department of Education, Bureau of Credentialing.

Criminal Record Check

All students taking ED courses must meet the requirements of the criminal record check. See the Administrative Assistant or Associate Dean of Education for details.

Post-Baccalaureate Conversion

New England College also offers a post-baccalaureate conversion program to prepare individuals for New Hampshire State Teacher Certification in elementary, secondary, physical education, theatre, or general special education. The program is designed specifically for people who have completed a bachelor’s degree from a regionally accredited college or university and seek additional courses and student teaching to fulfill state certification requirements. Recognizing the unique educational backgrounds of each participant, New England College’s conversion program develops an academic plan that satisfies all of the required education courses for the student’s area of certification, as well as any additional courses in general education and/or content-related disciplines. In this program, it is also possible simultaneously to achieve certification and earn a master’s degree in education. Individuals interested in this program should contact the Office of Graduate Studies at 603.428.2252 for more information.

Course Descriptions

**All undergraduate courses are 4 credits unless otherwise noted. 

ED 1110 Multicultural Education     

This course is designed to give our students an exploration of the relationships between education and culture. Through special presentations, discussions, videotapes, case studies and readings, students will examine the theme of education in the context of global cultures. Comparisons will be drawn between educational systems in various parts of the world and the United States. A second focus will be intercultural relations in the school setting, especially in the increasingly multi-cultural U.S.; culture’s effect on learning styles, culture shock and adjustment, strategies for facilitating cross-cultural communication and for equalizing opportunities for all cultures and learning styles. Students will be asked to gain practical experiences with diverse individuals or groups. Offered every fall.

ED 1980 Teaching Portfolio

This course is designed to introduce students to the process of creating an electronic portfolio to be used as a vehicle to display competency in relation to the State of New Hampshire certification standards. Students will review the state standards: general education, professional education, and their major standards and begin the process of understanding how those standards are connected to professional teaching. Students will use their portfolios throughout their career at NEC. Offered every semester. (1cr) 

ED 1992 Teaching Portfolio II: Applying to the Major

The purpose of this course is to continue to assist students in the development of their professional portfolio. In this course students will accomplish two goals: 1. Continue to add and justify work from courses and practicum experiences to certification standards. 2. Prepare their portfolio for application to their certification major. Students will connect work to appropriate certification standards as proof of progress toward their acceptance into their major. Students will also add other required materials to their portfolio (e.g. resume, philosophy of education, writing sample, recommendations). The final product for this course will be the application portfolio. Offered every semester. (1cr)

ED 2110 Professional Practices in Education and Practicum I

This course explores the American school system as influenced by contemporary and historical principles and philosophies. Current educational issues discussed include (a) the organization, structure, and funding of schools; (b) legal issues impacting students, teachers, and administrators; (c) the significance of education in our society; and (d) the social and political forces impacting our educational system. Career opportunities and requirements of the teaching profession are also explored. Students are required to complete a Service Learning project practicum in a school setting as part of this course. Offered every spring. 

ED 2121 (MT 2121) Math Content for Elementary Teachers

This course will provide prospective or in-service elementary teachers with the opportunity to explore and master concepts involving number systems and operations, data analysis and probability, geometry, measurement, and algebraic thinking. Mathematical reasoning, problem solving, and the use of appropriate manipulatives and technology will be integrated throughout the course. The course will model instructional techniques that can be adapted to elementary curricula. Prerequisites: Grade of C or better in ED 2110 and MT 1010 or MT 1020 or passing score on MPT. Offered every fall. (2cr) 

ED 2130 (PS 2130) Educational Psychology

This course examines the practical implications of contemporary theories with emphasis on educational applications. Particular emphasis will be placed on theories of learning, growth and development, motivation, evaluation, and interpersonal relationships. An analysis of each topic will be made in relation to the teaching/learning process. Students will also be introduced to standardized testing methodologies and interpretations. Offered every fall.

ED 2140 (PS 2140) Human Development I – Cross-Cultural Perspectives               

This course studies human development from conception through adolescence. It examines the impact of heredity and environmental forces on the formation of the child. The history of developmental psychology, cross-cultural child rearing practices and gender role socialization are examined. Also included are specific topics, such as modern reproductive technology and its legal/emotional implications, the changing role of fathers, the daycare dilemma, the effects of divorce on the child, family systems, culture and learning, computers and learning. 

ED 2160 Technology in Education    

This course provides students with theory and practice in integrating technology in the classroom. Students will become versed in a variety of technology skills as they relate to teaching. Students will be required to produce artifacts using modern educational technology. Offered every semester. Prerequisite: Grade of C or better in ED 2110. (1-3cr)

ED 2165 Creating Interactive Lessons

This course is developed to assist students to create lessons using interactive white boards in their classes. Students will create lesson plans that include the use of this technology in order to engage students in active ways in their classes. Participants will develop lessons that engage other technology into their lessons and will learn to teach their students how to become engaged in the social and other media. Offered every semester. Prerequisite: Grade of C or better in ED 2110. (2cr) 

ED 2170 Introduction to Special Education

The primary goal of this course is to increase the pre-service teacher’s awareness of and sensitivity to individuals with special needs. In addition, individuals enrolled in this course will (a) examine and become familiar with laws relating to special education, (b)examine the characteristics of various exceptionalities and how they are identified, (c) become familiar with the pre-referral, referral, and identification process, (d) become familiar with resources available to support learners, (e) become familiar with related service personnel and their roles, (f) understand the role of a paraprofessional, and (g) develop and understanding of how to effectively work as a team member with general education teachers and other members of the special education team. This course will also entail a practicum experience in a public school. Prerequisite: Grade of C or better in ED 2110.Offered every fall.

ED 2190 Curriculum & Methods of Teaching Multicultural Literature for Children and Youth

Students in this course will investigate a variety of literary genres including traditional literature, poetry, historical and realistic fiction, fantasy, non-fiction and the picture book through an examination of multicultural literature for children and youth. This study will prepare our pre-service educators for the diversity of our K – 8 classrooms and schools.  Students will read, critique, discuss, write, and create lesson plans about literary genres by and about Native Americans, African Americans, Asian Americans and Hispanic Americans as well as other ethnic and cultural groups. We will analyze perspectives and discuss stereotyping and bias in class and in reading response journals; each student will create a related unit supported by relevant children’s literature. Students will become familiar with a wide array of books through the development of book banks, author studies and book projects and will participate in literature circles and storytelling for the purpose of developing a repertoire of strategies for engaging children in literature. Lesson planning and unit design incorporating these methods for teaching comprehension skills as well as oral and written response will be emphasized.  Prerequisites: WR 1010, WR 1020 and for Education Majors: ED 2110. Offered every fall.

ED 2210 (MT 2210) Curriculum and Methods of Teaching Elementary Math

This course focuses on current methods in the teaching of mathematics in the K-8 classroom. The material will focus on curriculum and integration of mathematics into the other areas in teaching K-8 children. Mathematics useful for prospective elementary school teachers, including basic arithmetical operations for whole numbers, fractions and decimals, Euclidean and other geometries and other topics will be covered. Prerequisites: Grade of C or better in ED 2110 and MT 1010 or MT 1020 or passing score on MPT. Offered every semester. (2cr) 

ED 2990 Topics in Education, (variable cr)

This course is designed to teach students the nuances of the English language and grammar and enable them to become powerful writers. In addition to knowledge about the English language and grammar, students will acquire skills and strategies that will enable them to teach language and grammar effectively to students in K-12. Offered every fall.

ED 2991 Technology in Physical Education and Sport

This course provides students with the theory and practice of integrating technology into the physical education curriculum. Through a series of projects, students will demonstrate competency and gain greater understanding of varied types of technological tools, as well as develop instructional units, lessons, and assessments which incorporate these tools to achieve developmentally appropriate outcomes for the K-12 school setting. This course may also be of interest to kinesiology majors, coaching minors, or others who have an interest in the integration of technology in exercise and fitness programs, coaching experiences, and sport management scenarios.  For the non Physical Education student, projects will be based on the application of technology into other sport related experiences. (2cr)

ED 2992 Assessment and Evaluation in Physical Education

This course is designed for practitioners in the field of physical education. Students will learn to plan and implement assessment strategies and utilize data to improve instruction and program effectiveness. This course emphasizes the use of assessment data to document student performance improvement and increase accountability of the physical education program. 

ED 3135 Curriculum and Methods of Teaching Elementary Social Studies             

This course examines geography, world history, U.S. history, the social sciences (political science, anthropology, sociology and psychology) and economics. Students will develop an understanding of the content of these areas and will be exposed to relevant theories, current research, and best instructional and assessment practices specific to teaching social studies in the elementary school. Prerequisite: Grade of C or better in ED 2110. Offered every semester. (2cr)

ED 3145 Curriculum and Methods of Teaching Elementary Science

This course addresses core content knowledge in the areas of biology, chemistry, Earth, environmental and physical science as well as current methodology for teaching this content in the K – 8 classroom. Hands-on learning strategies to promote inquiry, research, questioning and literacy within the context of the science curriculum will be emphasized. Prerequisite: Grade of C or better in ED 2110. Offered every semester. (2cr) 

ED 3156 (LAS 2110) Creative Expression: This is Your Brain on Art

Students engaged in this course will become familiar with a variety of art forms and use this knowledge and these skills to create a production that can be shared with an audience. Throughout the course, students will work as collaborative teams providing feedback to each other and learning the art of self-assessment and reflection. Students will apply what they have learned in a final production and create a portfolio of their journey through the course where they systematically and thoughtfully analyze each step of their journey. Offered every semester.

ED 3159 Curriculum and Methods of Teaching Reading and the Language Arts

In this course students will investigate how learning to read and write is a developmental process requiring exposure to oral language and listening experiences.  Participants will explore current research on how the brain learns to read through discussion, multimedia, active and strategic reading, and written reflection. Best methods for facilitating an effectively balanced and integrated literacy program in K – 8 classrooms will be practiced through the design of strategic lessons emphasizing the reading process skills of phonemic awareness, phonics, vocabulary, fluency, and comprehension.  Researching, observing, and analyzing techniques and programs, such as shared and guided reading, Daily Five, leveled books, and basal readers, will familiarize pre-service educators with comprehensive approaches to the teaching of reading and the language arts. Students will create an integrated language arts unit based on a chosen content area and will design a model of a balanced literacy classroom as culminating projects.  Prerequisite:  Grade of C or better in ED 2110. This course is a prerequisite for ED 4150 – Diagnostic and Remedial Reading. Offered every spring.

ED 3182 Standardized Assessment and Evaluation     

This course is designed to provide educators with an in-depth understanding of the process of evaluating/assessing intellectual levels of functioning, aptitude, achievement, and behavior. Students will become familiar with various terminology, such as validity and reliability, associated with evaluation and assessment and the roles various related service providers perform in assessment and evaluation. They will also develop the skills that will enable them to (a) determine what test to use for what purpose, (b) use a test manual, (c) conduct an assessment, (d) read and understand test reports from a variety of related service providers, (e) write a test report and (f) determine eligibility for coding. Emphasis will be placed on the tests used to identify students with learning disabilities. Prerequisites: Grade of C or better in ED 2110 and ED 2170 if an education major or PS 1110 if a psychology major. Offered every fall. (2cr)

ED 3184 Classroom Assessment and Evaluation

This course will focus on a variety of assessment procedures and techniques for assessing students in their class work. Students will develop an understanding of the processes of diagnostic, formative, and summative in their assessment plans for the classrooms. Students will develop skills in developing authentic and performance based assessments using a variety of intelligences and learning styles. Students will learn to use a variety of assessments to align their curriculum goals directly to student learning. Prerequisite: Grade of C or better in ED 2110. Offered every fall. (2cr)

ED 3186 Methods of Teaching Reading in the Content Area 5-12

This course focuses on the literacy skills necessary for students to be successful in their content area courses. Participants will develop skills based on the latest research to teach students in their 5-12 classrooms how to access their textbooks and other written material. This course will address issues such as fluency, vocabulary development in content areas, understanding how to read a text, strategies for studying and organizing material from a text, and strategies for retaining information. Prerequisite: Grade of C or better in ED 2110. Offered every fall. (2cr)

ED 3265 Educational Law

This course reviews the laws that are relevant to public schools. Students will work with case studies of issues important to schools: freedom of speech, safe schools, due process, special education, search and seizure, discipline, right to know, privacy, grading policies, and many other school related law issues. Students will become familiar with the state of New Hampshire legal system as it relates to public schools and work with the most important RSA’s for the profession. Prerequisite: Grade of C or better in ED 2110. Offered every fall. (2cr)

ED 3270 Special Education Procedures and Practicum II            

This course is designed to provide educators with an in-depth understanding of the different approaches taken by different schools regarding the pre-referral, referral, identification, and IEP/IFSP/Transition Plan process. Students will become familiar with (a) the role of the case manager, (b) who is a qualified examiner, (c) who constitutes the team and the various roles each assumes, (d) how to develop an IEP/IFSP/Transition Plan, or 504, (e) various placements options, and (f) due process. As a result of this course, students will develop skills that will (a) help them to create IEPs/IFSPs/Transition Plans that meet the needs students with a variety of exceptionalities including health impairments and with an emphasis on learning disabilities, (b) enable them to maintain accurate records, (c) help them to collaborate with parents and other team members, and (d) enable them to run effective team meetings. Students will also continue work with standardized assessments for students with special education needs.

Students in this course will also do practicum work in an elementary school and a high school in the area of special education. Students will spend 30 hours in schools at each level and relate their learning in the class to the real world of special education in public schools. Students will meet with their supervisors and cooperating teachers at least two times during the semester to review assignments and goals for students. Prerequisite: Grade of C or better in ED 2110, ED 2170, ED 3182, and ED 3184. Offered every spring.

ED 3280 Differentiation of Instruction and Assessment            

This course is for all teacher certification majors. The primary goals of this course are to help the educator develop skills to (a) implement an IEP/IFSP/Transition Plan, (b) make modifications to the general education curriculum, including instruction, assessment, and behavioral strategies for all students including those with special needs, with an emphasis on students with learning disabilities, and those who are gifted, (c) find resources to support all learners, (d) develop tools to assess learning and monitor and communicate progress. Prerequisites: Grade of C or better in ED 2110, ED 2170, and ED 3180. Offered every spring.

ED 3990 Topics in Education             

This course offers an intensive examination of some aspects of education. The content is based upon current interests and needs of students and faculty. A student may repeat this course for credit on different topics. Variable credit (1-6).

ED 3991 Instructional Design and Strategies in Physical Education K-6

This course focuses on the planning and instructional skills needed to be an effective physical educator in grades K-6. Research related to teaching and learning styles will be studied and instructional materials will be developed. A variety of instructional units and lessons which incorporate knowledge-based objectives and developmentally appropriate motor learning experiences will be designed and implemented. (2cr)

ED 3992 Instructional Design and Strategies in Physical Education 7-12

This course focuses on the planning and instructional skills needed to be an effective physical educator in grades 7-12. Research related to teaching and learning styles will be studied and instructional materials will be developed. A variety of instructional units and lessons which incorporate knowledge-based objectives and developmentally appropriate motor learning experiences will be designed and implemented. (2cr)

ED 3993 Curriculum Design in Physical Education

This course focuses on the planning, implementation, and assessment of curricular programs in K-12 physical education. Analysis of existing curricular plans from K-12 schools will provide the opportunity for the student to research the theory and the practice of designing and implementing curricula in physical education.  A yearly curricular physical education program with a variety of instructional units and which will incorporate national standards, state frameworks, as well as knowledge-based objectives and developmentally appropriate experiences will be designed as the culminating experience.

ED 4110 Curriculum and Instructional Design

This course provides the education student with full-time active involvement integrating theory and practice in the elementary grades, secondary grades, Physical Education K-12, Theatre K-12, and Special Education K-12 school programs. Using a combination of college classroom and school classroom experiences, students will demonstrate competence in a variety of instructional strategies including microteaching, planning, evaluating, and implementing the elementary program across all curricular areas. Techniques for incorporating character and citizenship development will be discussed. Prerequisites: Grade of C or better in ED 2110, 2130, 2170, 3182, 3184, & 3280. Offered every spring.

ED 4111 Elementary Methods Practicum III

Students enrolled in this course will be required to spend a minimum of 12 hours per week in an elementary school setting. The College supervisor will make a minimum of 3 observations and hold 3 triad meetings (one at the beginning of the semester to establish goals for the student, one mid-semester and one at the end of the semester) in addition to the observations. Practicum experiences are arranged by the Director of Teacher Education in one of our partner schools. Prerequisite: Must be accepted into the teacher certification program. Offered every semester. (2cr)

ED 4150 Diagnostic and Remedial Reading    

Diagnosis and correction of student reading disabilities will be explored. This course will focus on helping pre-service teachers understand how reading problems occur, how to carry out diagnostic procedures in the classroom that determine students’ strengths and needs, how to implement corrective instruction, and how to maintain responsibility for ongoing instruction and evaluation. Prerequisite: Grade of C or better in ED 2110. Offered every spring. (2cr)

ED 4152 Curriculum and Methods of Teaching Secondary Literature     

This course is designed to study the foundations of curriculum design and development for secondary school Literature. Special consideration is given to curriculum changes as they relate to national and state standards, outcomes and goals. This course will include analysis of current school curricular programs, as well as investigate how the Literature curriculum fits into the interdisciplinary model for education. Prerequisite: Grade of C or better in ED 2110. Offered as needed. (2cr) 

ED 4154 Curriculum and Methods of Teaching Secondary Writing

This course is designed to study the foundations of curriculum design and development for secondary school Writing. Special consideration is given to curriculum changes as they relate to national and state standards, outcomes and goals. This course will include analysis of current school curricular programs, as well as investigate how the Secondary Writing curriculum fits into the interdisciplinary model for education. Prerequisite: Grade of C or better in ED 2110. Offered as needed. (2cr)

ED 4160 Curriculum and Methods of Teaching K-12 Theatre    

This course is designed to study the foundations of curriculum design and development for theatre grades K-12.  Special consideration is given to curriculum changes as they relate to national theatre standards, outcomes and goals.  This course will include analysis of several current curricular programs, as well as investigate how theatre education fits into the interdisciplinary model for education. Prerequisite: Grade of C or better in ED 2110. Offered as needed. (2cr)

ED 4163 Physical Education K-12 Methods Practicum III              

Students enrolled in this course will be required to spend a minimum of 12 hours per week in a physical education setting. The College supervisor will make a minimum of 3 observations and hold three 2 meetings (one at the beginning of the semester to establish goals for the student, one mid-semester and one at the end of the semester) in addition to the observations. Practicum experiences are arranged by the Director of Teacher Education in one of our

partner schools. Prerequisite: Must be accepted into the teacher certification program. Offered as needed. (2cr)

ED 4165 Curriculum and Methods of Teaching Secondary Life Sciences 

This course is designed to study the foundations of curriculum design and development for secondary school Biology. Special consideration is given to curriculum changes as they relate to national and state standards, outcomes and goals. This course will include analysis of current school curricular programs, as well as investigate how the biology curriculum fits into the interdisciplinary model for education. Prerequisite: Grade of C or better in ED 2110. Offered as needed.  (2cr)

ED 4166 Curriculum and Methods of Teaching Secondary Social Studies

This course is designed to study the foundations of curriculum design and development for secondary school social studies. Special consideration is given to curriculum changes as they relate to national and state standards, outcomes and goals. This course will include analysis of current school curricular programs, as well as investigate how the social studies curriculum fits into the interdisciplinary model for education. Prerequisite: Grade of C or better in ED 2110. Offered as needed.  (2cr)

ED 4167 Curriculum and Methods of Teaching Secondary Mathematics

This course is designed to study the foundation of curriculum design and development for secondary school mathematics. Special consideration is given to curriculum changes as they relate to national and state standards, outcomes, and goals. This course will include analysis of current school curricular programs, as well as investigate how the mathematics curriculum fits into the interdisciplinary model for education. Prerequisite: Grade of C or better in ED 2110. Offered as needed.  (2cr) 

ED 4169 Secondary Methods Practicum III   

Students enrolled in this course will be required to spend a minimum of 12 hours per week in a secondary school setting in their area of certification biology, English, mathematics or social studies). The College supervisor will make a minimum of 3 observations and hold 3 triad meetings (one at the beginning of the semester to determine goals for the student, one mid-semester and one at the end of the semester) in addition to the observations. Practicum experiences are arranged by the Director of Teacher Education in one of our partner schools. Prerequisite: Must be accepted into the teacher certification program. Offered every semester. (2cr)

ED 4171 Theatre K-12 Methods Practicum III              

Students enrolled in this course will be required to spend a minimum of 12 hours per week in a school setting. The college supervisor will make a minimum of three observations and hold three trial meetings (one at the beginning of the semester to set goals, one at mid-semester to evaluate student progress, and one at the end of the semester to assess student performance). Practicum experiences are arranged by the Director of Teacher Education in one of our partner schools. Prerequisite: Must be accepted into the teacher certification program.  Offered every semester.(2cr) 

ED 4810 Directed Study in Education             

Course of study to be arranged between faculty and student in the field of Education. Contract required. May be repeated for credit. Variable credit (1-6).

ED 4830 Independent Study in Education     

This course is an advanced, independent study of a specific topic. The course of study is to be arranged with a faculty member. Contract required. Variable credit (1-6).

ED 4870 Elementary Student Teaching and Seminar 

Each senior in the elementary education program is involved in a full-time field experience in an elementary school. Planning with the cooperating teacher is stressed, with visits and conferences, both scheduled and unscheduled, by the college supervisor. Seminars with the college supervisor are an integral part of this experience. The student teacher cooperates in all phases of the school’s program: lesson planning, teaching, multidisciplinary teams, development of instructional materials, effective use of educational technology, teachers’ meetings, in service opportunities, extra-curricular activities, and involvement in student activities. Student teachers follow the calendar of the schools to which they are assigned and are expected to participate in all phases of the schools’ activities. Student teaching experiences are arranged by the Director of Teacher Education in our partner schools. Prerequisites: Grades of C or better in all required education courses, acceptance into the major, and permission of the Director of Teacher Education. Offered every semester. (12cr; or 6cr if taken with ED 4880)

ED 4880 Special Education Student Teaching and Seminar        

Each student seeking general special education certification is involved in a full-time field experience with a special educator. Planning with the teacher is stressed, with visits and conferences, both scheduled and unscheduled, by the College supervisor. Seminars with the College supervisor are an integral part of this experience.  The student teacher cooperates in all phases of the school’s program: lesson planning, teaching, multidisciplinary teams, development of instructional materials, IEP meetings, effective use of educational technology, teachers’ meetings, in-service opportunities, extra-curricular activities, and involvement in student activities.  Student teachers follow the calendar of the schools to which they are assigned and are expected to participate in all phases of the schools’ activities. Student teaching experiences are arranged by the Director of Teacher Education in our partner schools. Prerequisites: Grades of C or better in all required education courses, acceptance into the major, and permission of the Director of Teacher Education. Offered every semester. (12cr; or 6cr if taken when taken with ED 4870 or ED 4890 or ED 4900)

ED 4890 Secondary Student Teaching and Seminar    

Each senior in the secondary education program is involved in a full-time field experience in a secondary school.  Planning with the teacher is stressed, with visits and conferences, both scheduled and unscheduled, by the College supervisor.  Seminars with the College supervisor are an integral part of this experience. The student teacher cooperates in all phases of the school’s program: lesson planning, teaching, multidisciplinary teams, development of instructional materials, IEP meetings, effective use of educational technology, teachers’ meetings, in-service opportunities, extra-curricular activities, and involvement in student activities.  Student teachers follow the calendar of the schools to which they are assigned and are expected to participate in all phases of the schools’ activities. Student teaching experiences are arranged by the Director of Teacher Education in our partner schools. Prerequisites: Grades of C or better in all required education courses, acceptance into the major, and permission of the Director of Teacher Education. Offered every semester. (12cr; or 6cr if taken if taken with ED 4880)

ED 4900 Physical Education K-12 Student Teaching and Seminar

Teacher certification in physical education includes kindergarten through senior high school. Teacher certification candidates in the physical education certification program are involved in a full-time field experience in a school in close proximity to the College. The student teacher is supervised by a member of the college faculty. The student teacher cooperates in all phases of the school’s program: lesson planning, teaching, development of teaching aids, use of audiovisual aids, teachers’ meetings, in-service opportunities, extracurricular activities and, supervision of playground activities. Regular conferences with the classroom teacher and with a member of the college faculty are an important part of this experience. Conferences with all physical education student teachers are held at the college at least 3 times each semester. Student teachers follow the calendars of the schools to which they are assigned. Student teaching experiences are arranged by the Director of Teacher Education in our partner schools. Prerequisites: Grades of C or better in all required education courses, acceptance into the major, and permission of the Director of Teacher Education. Offered every semester. (12cr; or 6cr if taken if taken with ED 4880)

ED 4901 Theatre K-12 Student Teaching and Seminar               

Teacher certification in theatre education includes kindergarten through senior high school. The students in supervised by a member of the college faculty.  The student teacher cooperates in all phases of the school’s program:  lesson planning, teaching, development of teaching aids, use of audiovisual aids, teachers’ meetings, in-service opportunities, extracurricular activities and, supervision of playground activities.  Regular conferences with the classroom teacher and with a member of the college faculty are an important part of this experience.  Conferences with all theatre education student teachers are held at the college at least 3 times each semester. Student teachers follow the calendars of the schools to which they are assigned. Student teaching experiences are arranged by the Director of Teacher Education in our partner schools. Prerequisites: Grades of C or better in all required education courses, acceptance into the major, and permission of the Director of Teacher Education. Offered every semester. (12cr)

ED 4910 Internship in Education     

This course offers an opportunity for students to experience an educational environment on an extended basis. Open only to non-education majors. Contract required. Variable credit. 

ED 4920 Field Experience Educational Studies             

This course offers an opportunity for students to experience an educational environment on an extended basis. This is a required course for all Educational Studies majors. Variable credit.