Education (EDC) CPSO
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Read more about the courses within this subject prefix in the descriptions provided below.
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
View Course Learning Outcomes
- Identify major education theorists and explain their perspectives on education and learning.
- Describe the evolution of professional roles and responsibilities in the U.S. education system from colonial days to the present.
- Explain how education evolves to meet the changing needs of society by using historical approaches as a foundation.
- Analyze the historical, political, and social influences that have shaped the U.S. education system.
- Explain how schools are complex organizations within a larger community.
- Describe how school organizational units (e.g., preschool, elementary, middle school, junior high, K-8, high school, and K-12) serve their populations based on theoretical perspectives.
- Interpret the meaning of a school mission statement to conclude which educational philosophy or philosophies the school adopts.
- Develop a personal educational philosophy that considers major educational theories, integrating how these theories align with their beliefs about teaching and learning.
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
View Course Learning Outcomes
- Trace the history of early childhood education and identify leaders and how they have influenced contemporary practices.
- 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).
- Compare and contrast the educational models of various programs including High/Scope, Montessori, Bereiter-Engelmann, Head Start, Bank Street, Reggio Emilia, and Waldorf.
- Differentiate between programs such as nursery school, kindergarten, pre-school programs, and child care in terms of their funding, staffing, training, and regulations.
- 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.
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
View Course Learning Outcomes
- Define creativity and explain its role in supporting the cognitive, social, emotional, and physical development of young children.
- Develop lesson plans for early childhood settings that apply fundamental skills in art, music, movement, and drama.
- Describe how to design, implement, and support creative experiences for children from infancy to age eight, using various media, including art, music, drama, and creative movement.
- Integrate creative arts experiences into a well-rounded early childhood curriculum, aligning with educational standards and promoting holistic child development across the following academic disciplines: language arts, science, math, and social studies.
- Differentiate creative arts content and lessons to support diverse learning styles and special needs in early childhood settings.
- Assess children's creative work to assess developmental progress in areas such as cognitive, social, and motor skills and formulate specific, developmentally appropriate responses or interventions to support each child's growth.
- Design a classroom environment plan that effectively supports each art domain (art, music, drama, and movement) by incorporating opportunities for individual child choice, accommodations for children with special needs, and strategies for appropriately displaying children's work.
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
View Course Learning Outcomes
- Describe the importance of language and literacy skills to children's success in school and society.
- 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.
- Evaluate materials to enhance the language and literacy experiences of children from infancy through age eight.
- Articulate the components of developmentally appropriate literacy events inclusive of children with special needs and diverse backgrounds.
- Explain strategies for encouraging children to experiment with emergent forms of reading and writing.
- Compare and contrast opportunities for children to use language and literacy for authentic purposes in school, home, and the community.
- Use authentic forms of assessment to identify progress in language and literacy skill
- Respect and accommodate children's developmental, cultural, and linguistic diversity.
- Critically reflect on best practices in promoting language and literacy development in children.
- 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.
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
View Course Learning Outcomes
- Describe state health and safety regulations, including NH Child Care licensing requirements, and their application in early childhood settings.
- Analyze how environmental factors influence children's health, safety, and well-being in early childhood settings.
- Identify common childhood illnesses and infections and best practices for management in group care settings.
- Explain children's nutritional and physical activity needs and their role in supporting healthy development.
- Explain and discuss emergency preparedness protocols and procedures in early childhood group care settings.
- Recognize signs of child abuse and neglect and the responsibilities of a mandatory reporter.
- Explain policies, procedures, and best practices that support the health, safety, and nutrition of early childhood learners to families, colleagues, and community members.
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
View Course Learning Outcomes
- Identify and explain the stages of children's cognitive development, using multiple theoretical perspectives.
- Apply the constructivist approach to explain and provide examples of how children develop mathematical and scientific thinking.
- Describe the setting and materials appropriate to providing children with opportunities to expand mathematical and scientific understanding in the classroom and at home.
- 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.
- Evaluate the effectiveness of various commercially developed math and science materials (including technology) for preschool and primary classrooms.
- Apply principles of the Project Approach which integrate all aspects of curriculum based upon children's interests.
- Analyze children's books and teacher resources for their use in developing scientific and mathematical thinking.
- Critically reflect on best practices in facilitating scientific and mathematical thinking in children.
- 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.
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
View Course Learning Outcomes
- Describe typical child development for the Domain of Social and Emotional Development referencing the NH Early Learning Guidelines.
- Identify external factors that affect behavior in young children including cultural differences, family circumstances, environmental design, scheduling, and interpersonal interactions.
- Explain the effects of Temperament Traits and Temperament Types in the social and emotional growth of young children.
- Explain and compare current policy on school suspension and expulsions at the state and national levels.
- 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.
- Identify and apply behavioral guidance strategies to support young children with challenging behaviors using a Protocol for Resolving Challenging Behaviors in a classroom setting.
- 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.
- 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.
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
View Course Learning Outcomes
- Describe how theories of child development inform the design of classroom and outdoor environments to support children's development.
- Describe the fundamental role of play as a driving force in children's learning and development.
- Apply strategies to create environments that are culturally and linguistically inclusive, respecting the diversity of children and families.
- Select appropriate materials and resources for early childhood settings and explain how their implementation supports physical, cognitive, language, creative, and social development.
- Assess existing learning environments using nationally recognized standards for developmentally appropriate practice in early childhood education.
- Plan safe, healthy, and developmentally appropriate learning environments that allow for child-directed choices, activities, and routines to support holistic development for all children from birth through eight years.
EDC 606 - 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 that delay or modify the course of a child's healthy development. Students observe children with special needs to design curriculum and environmental adaptations. Students develop strategies for collaborating with families and community service providers based on 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): EDC 506
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the etiology, characteristics, and classification of specific disabilities and identify risk factors associated with specific disabilities.
- Describe key components of federal and state legislation, referral procedures, and the special education process.
- Explain how screening children for potential disabilities helps make appropriate referrals.
- Apply knowledge of specific disabilities to appropriately adapt the early childhood curriculum and environment in order to meet the needs of all children.
- 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.
- Implement observation techniques with justification to achieve effective reporting.
- Assess familial priorities and concerns, selecting appropriate resources as potential supports.
- Participate, under supervision, as a member of an early childhood intervention team.
- Critically reflect on best practices for children with disabilities through written assignments.
- Communicate with stakeholders effectively (both in writing and verbally) about the policies, procedures, and best practices of early childhood education.
EDC 607 - Early Childhood Program Administration
Credits: 4
This course provides an overview of the policies, procedures, and leadership practices related 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-.
Grade Mode: Letter Grading
View Course Learning Outcomes
- Discuss the standards of quality as they relate to licensing, accreditation, and credentialing.
- Explain the relationship between their philosophy of quality early care and education and program development and evaluation.
- Create a budget based on the philosophy, meeting quality standards, and providing equitable compensation for staff.
- Outline the components for effective family involvement, including policies for payment, child health care, emergencies, and communication.
- Construct a comprehensive framework for effective personnel, including creating job descriptions, hiring practices, performance reviews, employment policies, and professional development plans.
- Describe leadership styles of early childhood directors and the impact on effective management and supervision.
- 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.
- 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.
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 Clinical Experience
Credits: 1
This course is required for all students enrolled in teaching licensure 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 licensure programs.
Equivalent(s): EDU 622G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Apply knowledge of the teacher education program requirements and culminating experience to guide academic and professional planning.
- Interpret the requirements for lesson planning and reflective practices to inform instructional practice.
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 that 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
View Course Learning Outcomes
- Analyze federal and state laws and administrative rules governing the assessment of students with disabilities, including requirements for specific disability types and qualified examiners within the special education process.
- Explain key procedures and timelines for referral, evaluation, and eligibility determination in special education.
- Articulate 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.
- Explain the concept of the least restrictive environment and the continuum of educational environments.
- Describe the manifestation determination process and significant case law involving behavior.
- Analyze the continuum of approaches to dispute resolution in special education.
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
View Course Learning Outcomes
- Research, describe, and compare typical and non-typical development of children, birth through age eight.
- 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.
- 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.
- Analyze and evaluate the significant issues in the education of linguistically and culturally diverse students and students who are gifted.
- 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
- Describe and evaluate the assessment tools used to identify the disabilities listed above.
- Reflect on best practices for children with disabilities through written assignments and through selection of work samples for their professional portfolio.
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
View Course Learning Outcomes
- Explore the college's digital library.
- Introduce the American Psychological Association annotation and format requirements.
- Provide a beginning teacher with an organizational framework for the varying roles of a special education teacher.
- Provide an in-depth understanding of their case management responsibilities.
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 the 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
View Course Learning Outcomes
- Describe commonly used assessment tools and their purposes in early intervention and early childhood special education.
- Explain the procedures involved in the evaluation process for determining eligibility for special education services in early childhood settings.
- Administer and interpret a classroom observation, an early learning profile/scale, a criterion-referenced test, a functional behavior assessment, an assessment portfolio, an adaptive behavior assessment, and a comprehensive standardized achievement battery, if relevant.
- Collaborate with evaluation team members to analyze and interpret assessment results and ensure alignment with best practices in early childhood special education.
- Write comprehensive and accurate assessment reports that summarize findings and support eligibility determination, incorporating input from evaluation team members.
- Utilize technology tools to organize, tally, and graph assessment results effectively for use in early childhood and special education evaluation processes.
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
View Course Learning Outcomes
- Explore the roles and responsibilities of early care and education professionals and families of young children with exceptionalities.
- Identify and evaluate models which support the collaborative efforts of early care and education professionals and families of young children with exceptionalities.
- Identify roles and responsibilities of early care and education professionals and families in the special education process.
- Develop, implement, and evaluate a model for collaboration to support the development and learning of young children with exceptionalities.
- Become familiar with early care and education models and analyze models of collaboration, consultation, and teaming with programs and providers, community partners, and families.
- Select an assignment and critically reflect on best practice in collaborative partnerships to add to their professional portfolio.
- Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
- Understand collaboration, consultation, and teaming in ECE through forty-nine hours of clinical observation.
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
View Course Learning Outcomes
- Reflect upon the legal and ethical responsibilities of a special education teacher.
- Take a leadership role at an IEP/IFSP meeting.
- Be able to summarize the importance and benefits of family/parent involvement in all stages of the IEP/IFSP process.
- 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.
- Enter artifacts into the portfolio demonstrating attained skills.
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
View Course Learning Outcomes
- 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.
- Identify and implement methods to promote positive interpersonal relationships during early intervention services, in natural environments, preschool programs, and classroom settings.
- Examine and propose strategies for difficult to manage behaviors.
- Predict the interaction between behavior management and planning for effective instruction.
- Develop behavior incentive plans and report on applying time out effectively.
- Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
- Understand behavior interventions for young children through forty-nine hours of clinical instruction.
- Use technology to tally and graph behaviors for instructional decisions.
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
View Course Learning Outcomes
- Understand the rationale for integration of the STEM curriculum and its impact on learning.
- Use problem-solving approaches to investigate and understand mathematics content.
- Reflect on best practices in early childhood special education through written assignments and through selection of work samples for professional portfolios.
- Use technology to identify developmentally appropriate uses of online resources.
- Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
- Understand curriculum, assessment, and instruction through forty-nine hours of clinical observation.
EDC 709 - Teaching Language Arts and Literacy in Early Childhood and Early Childhood Special Education
Credits: 6
This clinical course focuses on the development and instruction of language arts and literacy for children from birth through grade 3, with particular attention to the needs of children in early childhood and early childhood special education settings. Grounded in the research of the National Reading Panel and aligned with developmentally appropriate practices and standards from the National Association for the Education of Young Children (NAEYC), the course emphasizes the foundational components of early literacy, including phonological awareness, print awareness, oral language, vocabulary development, and early writing. Candidates explore the reciprocal relationships between speaking, listening, reading, and writing, and learn to design inclusive, culturally responsive instruction that meets the needs of diverse learners, including children with disabilities and dual language learners. Students assess children's literacy skills using both formal and informal tools and apply differentiated strategies to support language and literacy growth across home, classroom, and community contexts. Although this course focuses on birth through age 3, strategies and methods for teaching reading through grade 8 are covered in order to help prepare teachers for the Pearson Foundations of Reading Test. Drawing on the principles of the science of reading and structured literacy, the course prepares candidates to deliver evidence-based instruction that supports the development of proficient readers. Students learn to implement systematic, explicit instruction in phonics and other critical components of reading, consistent with current research and best practices for early literacy intervention. Fifty to eighty supervised clinical hours are required, with opportunities to observe and engage with children in early childhood and special education settings, collaborate with families, and evaluate the effectiveness of instruction. As part of the clinical experience, students will complete a Small Group Decoding Intervention Project, providing hands-on practice in identifying decoding needs, designing targeted phonics instruction, and monitoring student progress. This semester-long project involves working with a small group of K–8 students over 5–6 weeks, conducting assessments, delivering instruction, and reflecting on student growth and instructional effectiveness. It serves as a key opportunity to apply course concepts to authentic classroom practice and is aligned with all course learning outcomes.
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
- Explain the developmental stages of language acquisition and emergent literacy, connecting theories of early literacy development to instructional practices and including children with disabilities and dual language learners.
- Describe early literacy foundations, including phonological awareness, print concepts, early phonics, and oral language development.
- Implement developmentally appropriate early childhood literacy activities that foster reading, writing, speaking, and listening skills through play, storytelling, and hands-on learning.
- Differentiate instruction based on assessments of children's language and literacy skills gathered through observations, anecdotal records, and early literacy screeners.
- Design culturally responsive learning experiences that incorporate multicultural literature and family literacy strategies to engage diverse learners and families, including bilingual children and English language learners.
- Apply strategies for developing writing, including drawing, dictation, invented spelling, and early conventional writing.
- Evaluate areas for continued professional growth in literacy education, with attention to laws, assessments, and inclusive practices for young children with disabilities.
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
- 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.
- Design and implement 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.
- 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.
- Design interdisciplinary lesson plans in collaboration with general education teachers that align with the local curriculum and integrate multiple subject areas.
- Apply state, national, and international research, standards, and recommendations to inform and improve instruction.
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
- 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)
- 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)
- Develop lesson plans to teach social-behavioral skills. (Pivotal Standard #3)
- Develop proficiency in formative assessment and reflective analysis of student work focusing on behavior/social-emotional learning targets. (Pivotal Standard #4)
- Recognize the interaction between behavior management and planning for effective instruction.
- 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.
- Identify and use technology tools for data collection and classroom management.
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
View Course Learning Outcomes
- Develop observation techniques to assess developmental progress and learning needs in young children, including those from diverse cultural and linguistic backgrounds.
- Select appropriate assessment tools—including authentic, standardized, and curriculum-based methods—to support individual learning and instructional decision-making.
- Interpret assessment data to identify developmental delays, inform referrals, and design individualized support strategies aligned with IEPs and IFSPs.
- Explain key elements of federal and state legislation related to special education, including the referral and evaluation process.
- Design adaptations to curriculum and learning environments that are developmentally appropriate and inclusive of children with a range of abilities and needs.
- Collaborate with families and professionals using a family-centered approach to support assessment, goal setting, and intervention planning.
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
- Explain how various aspects of family structures, parenting skills, ethnicity, and socio-economic status affect children's development and learning.
- Demonstrate interpersonal communication skills that foster mutual respect and that encourage families to be active participants in their children's growth and development.
- Explain the different types of educational approaches available for working with parents (e.g. workshops, support groups, family conferences).
- 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.
- 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.
- Explain strategies for involving parents/family members with child care providers as partners in promoting learning and accessing community services.
- Describe various approaches to early intervention screening and assessment for children who may benefit from health or community services.
- 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.
- 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.
- 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.
EDC 715 - 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.
Equivalent(s): EDC 508, EDU 604G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explain the concept of mentoring and describe the qualities of a good mentor.
- Identify alternative mentoring models and their value in developing professionals.
- Analyze how the role of supervisor contrasts with the role of mentor.
- Evaluate strategies for combining and complementing effective techniques for both mentoring and supervising employees.
- Describe selected theories of adult development and analyze the implications of individual development for training, on-the-job learning, and formal education.
- Integrate principles of culturally relevant anti-bias curriculum and identify potential prejudices that might interfere with appropriate practice.
- Apply knowledge of stages of teacher development to interactions, goal setting, and feedback with employees.
- Demonstrate awareness of the dynamics of roles within the workplace and skills needed to build trusting, supportive, long-term relationships with employees.
- 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.
- Reflect on their own practice in teaching, supervising and mentoring to improve performance based on critical evaluation.
- 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.
EDC 715W - 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 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
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explain the concept of mentoring and describe the qualities of a good mentor.
- Identify alternative mentoring models and their value in developing professionals.
- Analyze how the role of supervisor contrasts with the role of mentor.
- Evaluate strategies for combining and complementing effective techniques for both mentoring and supervising employees.
- Describe selected theories of adult development and analyze the implications of individual development for training, on-the-job learning, and formal education.
- Integrate principles of culturally relevant anti-bias curriculum and identify potential prejudices that might interfere with appropriate practice.
- Apply knowledge of the stages of teacher development to interactions, goal-setting, and employee feedback.
- Demonstrate awareness of the dynamics of roles within the workplace and skills needed to build trusting, supportive, long-term relationships with employees.
- 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.
- Reflect on their own practice in teaching, supervising, and mentoring to improve performance based on critical evaluation.
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
- Describe instructional strategies, other than UDL principles, that provide accommodations, modifications, interventions, and evidence-based practices to support the inclusion of students with disabilities in the classroom and the community.
- Explain historical and evolving perspectives on disability, specifically focusing on how these changes have shaped the planning, support, and delivery of special education services.
- Select assistive technologies to support learners with disabilities based on the learner's identified needs.
- Examine 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.
- Apply Universal Design for Learning (UDL) principles to design inclusive learning environments that support the diverse needs of students with disabilities.
- Create a resource of systems of support for students with disabilities, including related service providers and disability-related resources for each of the IDEA disabilities.
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
- DEVELOP a Classroom Behavior Management plan based on a specific age/grade.
- CONDUCT Functional Behavioral Assessment (FBA) and develop Behavior Intervention Plan (BIP).
- TEACH foundational skills in math or English Language Arts.
- 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.
- Recognize the interaction between behavior management and planning for effective instruction.
- Identify and use technology tools for data collection and classroom management.
- Complete 55-60 clinical hours in a K-12 environment.
EDC 718 - Transition Planning & Developing IEPs
Credits: 2
This clinical course focuses on the components and processes involved in developing Individualized Education Programs (IEPs). Under the supervision of a supervising practitioner, students review school records, observe IEP team meetings, consult with district evaluators, students, and parents, analyze previously written IEPs and progress reports, and develop the skills necessary to prepare IEPs that include 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
View Course Learning Outcomes
- Apply the procedural and substantive requirements of IDEA 2004 to the collaborative development of IEPs/Transition Plans.
- Articulate the key legal responsibilities of a special education teacher in New Hampshire, specific to the development of IEPs/Transition Plans.
- Develop IEP and transition plans that adhere to the legal, ethical, and best practices required by the State of New Hampshire.
- Assess student growth and instructional effectiveness against measurable annual goals detailed in the IEP or transition plan using student evaluation data.
- Differentiate the IFSP and IEP processes by analyzing timelines, team participants, required components, and transition requirements to ensure compliance with IDEA 2004 regulations.
- Evaluate the intent and impact of IDEA 2004 transition regulations and their implications for student-centered planning and successful postsecondary transitions, such as employment and independent living.
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
- 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)
- 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)
- Compare learning theories and the Rigor/Relevancy framework and its implication for teaching social studies.
- Develop a web-based inquiry learning activity to enhance student learning, develop higher order thinking skills and integrate technology into a social studies unit.
- Utilize collaboration and PLC's to improve student learning.
- Write a research paper that addresses the legal, ethical and cultural issues to consider when integrating educational technology into K through 12 schools.
- Understand and demonstrate ability in formative assessment and reflective analysis of student work. (Pivotal Standard #3).
- Complete clinical hours in K-8 environment: (fifty-five hours undergraduate, sixty hours post baccalaureate).
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
- 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)
- Develop proficiency in reflective analysis of student work focusing on math content.
- Utilize web-based authoring program to develop interactive online unit of five lessons.
- Understand the foundations of learning and instruction.
- Assess a student's level of understanding in mathematics.
- Develop skills for planning and monitoring performance (including formative assessment, reflective analysis and RTI).
- Understand and know when to apply: Direct Instruction, Concept Teaching, Problem Based Learning, Questioning and Discussion/Discourse methods of instruction to lessons.
- Teach specific instructional strategies to enhance student engagement or learning.
- Write a research paper on the effectiveness of strategy based learning (activating cognition/metacognition) to improve educational outcomes for students.
- Understand and analyze NHDOE's Performance Plus.
EDC 721 - Assessment of Students with Disabilities
Credits: 4
This 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 various assessment tools and evaluation reports, and develop the skills necessary to administer 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
View Course Learning Outcomes
- Research the legal and ethical responsibilities of a special education teacher.
- Describe the role of the special educator in the special education process, demonstrating an understanding of the required assessments and qualified examiners.
- Examine formal evaluations used in the special education assessment process to measure intelligence, academic skills, communication skills, motor skills, and behavior.
- Write formal assessment reports on student academic progress using appropriate terminology and score interpretation.
- Guide student instruction by creating an informal process monitoring assessment.
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
- Identify within STEM standards: science, technology, engineering and math and develop one unit of five lessons incorporating STEM standards.
- Utilize WebQuest or other web-based inquiry learning activity to supplement science unit/concepts.
- Develop proficiency in reflective analysis of student work focusing on an academic skill.
- Use the backward design model: Understanding by Design (UBD), to plan the STEM unit.
- Understand and apply research- based instructional models: direct instruction, inquiry learning, concept learning, and problem-based learning and constructivist learning theory.
- Develop the ability to use questioning to encourage higher level thinking for diversified learners.
- Develop proficiency in formative assessment and reflective analysis of student work.
- Understanding of roles and responsibilities of a science educator through fifty-five hours of clinical observation.
EDC 723 - Teaching Language Arts and Literacy
Credits: 6
This clinical course explores the development and instruction of language arts and literacy from kindergarten through grade 8. Grounded in the research of the National Reading Panel and the standards of the National Council of Teachers of English, the course addresses phonemic awareness, phonics, fluency, vocabulary, and comprehension alongside writing, speaking, and listening. Students engage in classroom observations, design and implement instructional strategies for diverse learners, and assess student progress in both reading and writing. Clinical work includes family and caregiver engagement, as well as curriculum evaluation. Drawing on the principles of the science of reading and structured literacy, the course prepares candidates to deliver evidence-based instruction that supports the development of proficient readers. Students learn to implement systematic, explicit instruction in phonics and other critical components of reading, consistent with current research and best practices for early literacy intervention. Fifty to eighty supervised clinical hours are required, with opportunities to observe and engage with children in early childhood and special education settings, collaborate with families, and evaluate the effectiveness of instruction. As part of the clinical experience, students will complete a Small Group Decoding Intervention Project, providing hands-on practice in identifying decoding needs, designing targeted phonics instruction, and monitoring student progress. This semester-long project involves working with a small group of K–8 students over 5–6 weeks, conducting assessments, delivering instruction, and reflecting on student growth and instructional effectiveness. It serves as a key opportunity to apply course concepts to authentic classroom practice and is aligned with all course learning outcomes.
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
- Analyze theoretical models for literacy instruction, such as structured literacy, for the purpose of planning reading and writing curriculum.
- Describe foundational components of reading and writing, including phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing processes.
- Apply instructional strategies to plan and implement integrated reading and writing lessons.
- Plan instruction using informal and formal assessment tools to address students' literacy instructional needs.
- Collaborate with peers, families, and educational professionals to support students' literacy learning.
- Evaluate the effectiveness of literacy lessons using student work samples and assessment data.
- Develop a personal theory of literacy instruction based on theoretical models and professional growth plans.
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
- Explore and apply systematic teaching and research based learning strategies.
- Explain various mathematical concepts through written explanations, examples, and chapter tests.
- 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.
- Integrate web-based technology into unit plans.
- Explain why assessment is vital to successful mathematics instruction.
- Analyze data from a variety of assessments to improve student learning.
- Develop an improvement plan reflecting strengths and weaknesses, and resources to help meet personal goal.
- Enter the key assignments into the exit portfolio demonstrating attained skills.
- Use RASWs to increase student achievement in mathematics.
- Develop an understanding of mathematics instruction through fifty-five hours of clinical teaching/observation.
- Utilize collaboration and PLCs to improve student learning.
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 mathematics. It will cover cultural and psychological aspects of learning mathematics, models of instruction and planning, teaching and learning styles, assessment strategies, models and organization, curriculum materials selection, classroom management, and the role of technology and media within these.
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
- Analyze different learning theories and discuss their appropriateness for diverse students.
- Teach equitable lessons enabling all students to construct new concepts through active participation in mathematical modeling, investigations, and problem solving.
- Teach lessons incorporating manipulatives, current technologies, and formative assessments.
- Provide opportunities for students to use written, oral, and other creative expressions to demonstrate their understanding of mathematical concepts to various audiences.
- Implement professional practices that cultivate collaborative and independent learning of mathematics and a growth mindset toward learning from mistakes.
- Apply state, national, and international research, standards, and recommendations to inform and improve mathematics instruction.
- Implement an action plan using student data in order to improve mathematical understanding and achievement.
- Develop a professional growth plan based on self-assessment of teaching strengths and areas for development, utilizing available resources.
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.
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
- Teach appropriate mathematics lessons that integrate literacy strategies to support students' reading comprehension and understanding of mathematical concepts.
- Communicate mathematical ideas and concepts, both orally and in writing, using appropriate mathematical language and notation.
- Apply knowledge of mathematical and literacy connections across disciplines and grade levels to create a coherent and connected discipline.
- Develop an action plan, using student data, to improve student learning in mathematics.
- Engage in collaboration with other educators to plan and design mathematics instruction that supports independent learning of mathematics in a growth-oriented classroom that values learning from mistakes.
- Apply state, national, and international research, standards, and recommendations to inform and improve mathematics instruction.
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
- 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.
- Integrate web-based technology into unit plans.
- Analyze data from a variety of assessments to create an action plan to improve student learning.
- Explore and apply systematic teaching and research-based learning strategies.
- Explain various mathematical concepts through written explanations, examples, and formative and summative assessments.
- Utilize technology to enhance student learning (advanced level).
- Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online.
- Explain why assessment is vital to successful mathematics instruction.
- Utilize collaboration and PLCs to improve student learning.
- Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
- Develop an understanding of mathematics instruction through ninety hours of clinical observation/teaching.
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
View Course Learning Outcomes
- 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.
- Integrate web-based technology into unit plans.
- Analyze data from a variety of assessments to create an action plan to improve student learning.
- Explore and apply systematic teaching and research-based learning strategies.
- Explain various mathematical concepts through written explanations, examples, and formative and summative assessments.
- Utilize technology to enhance student learning (advanced level).
- Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online.
- Explain why assessment is vital to successful mathematics instruction.
- Utilize collaboration and PLCs to improve student learning.
- Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
- Develop an understanding of mathematics instruction through ninety hours of clinical observation/teaching.
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
View Course Learning Outcomes
- Interpret and critique English Language Arts standards and current theories regarding literacy instruction and the research upon which they are based.
- 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.
- Build awareness of scaffolding techniques to use in writing instruction and in shared, modeled, interactive, guided, and independent reading and writing.
- Synthesize information from research, formulating strategies to facilitate the development of comprehension through reading, writing, and direct instruction.
- Evaluate, select, and implement methodologies, approaches, and accommodations when teaching and assessing literacy for English language learners and children with diverse needs.
- Apply knowledge of best practice instruction in designing and implementing a lesson plan unit that provides instruction in English Language Arts for elementary students.
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
View Course Learning Outcomes
- 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.
- 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.
- 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.
- Learn about technology resources, tools, and strategies that optimize student engagement and learning results and facilitate equitable student access to compelling learning opportunities.
- 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.
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
- 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.
- Create a bibliography of computer websites, apps, and technologically-based activities that support the concepts studied in algebra, geometry, statistics, pre-calculus, and calculus.
- 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.
- Research and analyze the trends of mathematics instruction in the last fifty years and compare and contrast them to current theories.
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
View Course Learning Outcomes
- 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.
- Communicate effectively to build family and community relationships and engage families in their children's development and learning.
- Implement developmentally appropriate activities, curricula, and discipline and classroom management strategies and critique them for their effectiveness.
- Observe, document, and assess behavior and development and keep appropriate records.
- Apply developmental and educational theory and research to classroom practice and articulate the connections.
- Analyze and evaluate field experiences, including the supervised experience in the classroom.
- Reflect upon and revise a personal philosophy of education.
- Apply standards of professional ethical conduct in all field experiences.
- Advocate for the rights and needs of children and families and education professionals.
- Complete a portfolio that represents growth in professional knowledge and thinking during their undergraduate education program.
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
View Course Learning Outcomes
- 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.
- 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.
- Design developmentally appropriate practices and instruction that supports the cognitive, language, moral, social, emotional, physical, and creative development of children/students.
- Design instruction that demonstrates an understanding of diversity of learners and uses a variety of resources including technology.
- Create learning environments that are collaborative, challenging, dynamic, safe, and encourage openness, respect and caring.
- 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.
- Model professionalism in all aspects including: communication, ethics, self-reflection, professional development, and community/school and district involvement.
- Communicate the TCAP expectations to the faculty members of their clinical site.
- Use SWIVL video in a self-reflection process.
- Submit a completed TCAP A-Z document detailing the process and outcome of the culminating teaching experience.
- Complete the Exit Survey: https://www/surveymonkey.com/s/8TPST83