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

Introduction to the history of education and the role of the teacher; exploration of multiple perspective on learning and teaching. Preparation for the dispositional and academic expections for future educators.

What does it mean to be a middle/high school teacher today? Students engage with learning and development of adolescents, pressing issues in contemporary secondary schools, and relevant historical debates about the purpose/inclusiveness of schooling. Students also explore the professional dispositions and skills needed for success as middle/high school teachers.

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

In-depth exploration of the development of infants and toddlers within the context of their families. Focus on developmentally appropriate practices using NAEYC initial licensure standards and DECs Recommended Practices. Emphasis on respectful and responsive care of each child. Field observations in early intervention and early care and education settings.

Students will complete an academic and administrative program review in preparation for the senior level Practicum-Student Teaching sequence. NH Childcare Licensing requirements, criminal record history checks, child/adult CPR and first aid, and application for Admission to Practicum completed. For EC majors who intend to take EC Practicum.

An introduction to the scope and sequence of Secondary education curricula. Development of an interdisciplinary unit based on state and national standards. Course will focus on theories of learning, differentiated instruction and assessment strategies to meet the needs of diverse learners.

Study of a selected topic in education. May be repeated as topics change.

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

Respectful ethical observation, assessment, and intervention strategies with a focus on early childhood special education, positive guidance, and behavior support for young children in natural environments. Aligned to NAEYC Professional Standards and Competencies and DEC's Recommended Practices. Students are responsible for their own travel to their field placement site.

Developmentally appropriate practices using NAEYC Professional Standards and Competencies for Early Childhood Educators. Emergent curriculum in EC content areas, diversity, anti-bias approaches, environmental design, child guidance, observation, assessment, family-centered practice, health, safety, and professionalism in inclusive early childhood settings. Intensive field experience teaching infants, toddlers, or preschoolers.

Integration of theoretical and practical approaches to literacy and social studies instruction in grades K-6. Application of curriculum development (lesson planning and cross-curricular integration), literacy instruction and assessment, children's literature, pedagogical practices and arts integration through extended field experiences.

Practical approaches to developing scientific, engineering, and mathematical knowledge and practices for K-6 students. Application of lesson and unit planning through extended supervised field experience with emphasis on performance assessments and student learning outcomes. Classroom mangement skills and differentiated instruction are applied in the K-6 classroom.

An introduction to secondary methods of instruction including designing lesson plans, understanding middle and high school philosophies, and writing standards based objectives/outcomes. Includes a minimum of 20 hours of fieldwork.

Full time placement in educational setting(s) appropriate to intended certification. Supervision provided by college supervisor and field based professional towards mastery of principles, attitudes and techniques for successful teaching. Graded Pass/Fail.

This course examines education in crisis situations, including early childhood development, primary, secondary, non-formal, and technical/vocational. Through an interdisciplinary approach, the course explores the destabilizing contexts in which education in emergencies is essential, including conflicts, cases of violence, forced displacement, disasters, and public health emergencies. Cross-listed as: HGS-402.

Seminar focuses on responsibilities and skills needed for leadership/administration of EC programs. Includes legal and financial issues, health/safety concerns, understanding of cultural and family diversity, licensing and accreditation standards, advocacy, and ethics. Characteristics of healthy organizations and leadership qualities will be examined. Interaction with program directors/administrators required.

Full-time placement in educational setting appropriate to early childhood field. Supervision provided by college supervisor/field-based professional to support mastery of knowledge, skills, dispositions required for success in the field. Graded Pass/Fail.0 GPA; permission of instructor;

Seminar supports teacher candidates as they engage in their classroom teaching field experience through weekly meetings to discuss content, pedagogy, and dispositions related to their field placements and completion of academic coursework.

This seminar, taken concurrently with student teaching, focuses on the development of teacher candidates' professional identities, as they meet all of the requirements of their field placements. Teacher candidates engage in collaborative problem solving and self-reflection while exploring topics including classroom management, school law, and pedagogical approaches.

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

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

Students build upon knowledge of the principles of STEM education established in STEM 342. Working in collaborative grade-level teams, students will develop age-appropriate STEM curriculum materials that build knowledge and skills in each of the STEM fields while engaging students in transdisciplinary problem-solving.

Study of a selected topic in education at an advanced level. May be repeated as topics change.

Group study of topics in selected area of education. Elective credit only.

Intensive study of an educational problem encountered in a school or community. May be repeated to a total of 8 credits.