Education Programs Course Descriptions

TECP 70 - TECP 82 are professional preparation courses for Teacher Education Conversion Program candidates only.

ED 101/TECP 50 Introduction to Exceptionalities 3-0-3
This course introduces the various exceptionalities and related topics in the field of special education including definitions, prevalence, assessment and intervention. It includes discussion of strategies for facilitating students’ independence, learning, social connections and self-advocacy skills. Curriculum emphasizes the philosophical and practical applications of valuing students’ abilities and diversity and collaborating with educators and families. It will explore curriculum modifications and accommodations, problem-solving strategies and transition issues. 10 hours of field work are required in this course. (TECP candidates have additional course requirements for the certification portfolio.)

ED 104/TECP 51 Foundations of Education 3-0-3
This is a survey course which investigates the philosophical, historical and social/cultural character of education in the United States. It is intended to be an examination of how schools function organizationally. Discussions will include the role of education, system philosophy and trends which have shaped contemporary education; field observations are included. This course is a concentration requirement for both Special Education and Education associate degree programs; while it is intended to be the first in a series of learning experiences for those interested in careers as teachers, it also fulfills a Social Science elective requirement (10 hours of classroom observation required). (TECP candidates have additional course requirements for the certification portfolio.)

ED 106 Paraeducator Portfolio 1-6-3
As a requirement of the No Child Left Behind legislation, paraeducators must complete a portfolio demonstrating knowledge and skills competencies in the areas of math, reading and writing, and the ability to assist in math, reading and writing instruction. This course guides students in the preparation and completion of the required portfolio through a series of workshops and assignments presented at individual school districts. Upon successful completion of the portfolio, students receive a letter of recognition from the State of New Hampshire Department of Education acknowledging they have achieved “highly qualified” status under No Child Left Behind.

ED 200/TECP 60 Supporting Students with Challenging Behaviors 4-0-4
This course will provide pre-service teachers and paraeducators with knowledge and skills for supporting students with challenging behaviors, using the framework of positive behavioral supports. Future teachers and paraeducators will gain knowledge of the basic assumptions about the context and functions of behavior and understand the role that behavior plays in helping students influence people and events in their environment, meet their basic needs, and/or avoid unpleasant situations. By developing strategies to determine the functions of certain behaviors, pre-service teachers and paraeducators will gain new and effective strategies for supporting students who demonstrate challenging behaviors in the classroom. The focus on the teaching of new skills (as opposed to intrusive interventions that rely on the elimination of challenging behaviors) will provide students with effective, positive approaches that respect the dignity of the individual and facilitate social inclusion (Prerequisite: ED 101 or permission of department head of Education) (20 hours of service learning required). (TECP candidates have additional course requirements for the certification portfolio.)

ED 201/TECP 61 Legal Issues in Education 3-0-3
Predicated upon legislative requirements such as the Individuals with Disabilities Education Act (IDEA), this course considers the theories and issues explored in ED 101, ED 207, ED 204 and ED 212 in the context of inclusive instructional settings. Students will develop an understanding of the various legal requirements as well as effective instructional strategies for curriculum adaptation and delivery within the context of Federal and NH State Special Education and Education laws and procedures. (Prerequisite: ED 207 or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 203/TECP 62 Teaching Strategies for Diverse Learners 3-0-3
The focus of this course is on the development of typical speech and language skills and the effects of various disabilities on language development, including impaired speech, reading, language, and processing. The characteristics of children and youth with language disabilities are discussed. Strategies to assist students’ functioning in school, at home and in the community are explored. Emphasis is placed on accommodating students versus “helping” students by completing work for them. A variety of practical techniques is studied and practiced through in and out of class exercises. Collaborative teaching is used by students to demonstrate their knowledge and skills. In addition, students learn a variety of study strategies, including mnemonics, double column notes, reading strategies, concepts of active versus passive learning, and organization and time management skills. Students are expected to work in small groups to develop strategies to teach these various skills to their peers in the class. In addition, students work a minimum of 20 hours in an approved field site. Students maintain a record of their field work. Innovation and creativity are critical for success in this course. (Prerequisites: ED 101 and EN 101; or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 204/TECP 63 Instructional Technology 3-0-3
This course presents the theory and strategies for effective integration of technology resources and technology-based methods of instruction, and assistive technology designed for students with disabilities. A background of mediated instruction will be provided along with a review of the qualities and benefits of various technology options, including assistive technology, available to instructional settings. Opportunities to apply instructional delivery using common forms of media, multimedia, computers and specialized programs for students with disabilities will be integral to this course, in addition to contemplation of future issues of integration of technology and matters of time and place of the learning experience. (Prerequisite: ED 207 or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 207/TECP 64 Teaching and Learning Process 3-0-3
An applications-oriented version of the prerequisites, this course provides an examination of the various contemporary theories of teaching and learning. It will focus on developing an understanding of the learning needs and learning styles of students as individuals in the context of the learning environment. Attention will also be given to the assorted instructional modalities which may be employed and the issues involved in matching teaching methods to students’ learning styles while considering the context and environment of the learning experience. (Prerequisites: ED 101 or ED 104) (TECP candidates have additional course requirements for the certification portfolio.)

ED 212/TECP 65 Design of Instruction 3-0-3
An introduction to the design and development of the content of learning experiences. Curriculum theory will be introduced, and an examination of the processes of curriculum development, use and evaluation will also be investigated. The broad questions, “What do students need to learn?” , “How is the learning experience most effectively managed?” and “How do we know the desired outcome was attained?” will be addressed. (Prerequisite: ED 207 or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 220 Field Experience in Education 1-6-3
Practical experience in a learning environment. The student spends a minimum of 45 hours per semester in a supervised assigned learning environment and participates in a weekly seminar. In the instructional environment, students will work with individuals and groups, as well as develop and deliver an instructional unit. This is a concentration requirement for the Associate in Science in Education program. (Prerequisites: interview required and permission of Department Head of Education)

ED 223 Instructional Approaches in ESOL Tutoring 2-3-3
This course focuses on the development of the knowledge and skills needed in tutoring ESOL (English for Speakers of other Languages) learners. The content of this course includes a variety of useful techniques in the field, including the strategies for tutoring learners in developing reading comprehension skills. Through interactive instruction, group discussions and practical activities, students will demonstrate a clear understanding of their role as educational supporters of ESOL teachers and language tutors in assisting ESOL learners with school work, cultural transition and social interaction. This course includes a minimum of 45 hours of practicum which provides the opportunity to apply the techniques learned in class. (Prerequisite: ED 101 or ED 104 and/or permission of the department head of Education)

ED 230 Essentials of Career and Technical Curriculum and Instruction 3-0-3
This course will explore the history, philosophy, principles, organization, and operation of career and technical education in the United States. Students will develop a functional understanding of the role and responsibilities of a professional career and technical educator. This course will provide the participant with the foundation and skills needed to design, implement and manage a curriculum in career and technical education. Identification of resources and occupational analysis, derivation of content, formulation of objectives, defining measurable learning outcomes and the selection and development of activities and evaluation methods will be explored.

TECP 70 Special Education Assessment 3-0-3
This course will prepare pre-service and in-service teachers to be able to assess the achievement of students with special needs. It examines various assessment strategies. It includes the examination of the NH state curriculum frameworks, NH Rules for students with disabilities, IDEIA regulations, and informal and formal assessment methods. Students will apply the assessment techniques in a case study format. They will utilize the assessment results to implement successful teaching/learning strategies in education settings for students with disabilities. This course addresses specific New Hampshire State Standards for certification in the area of general special education. (Prerequisites: acceptance in the General Special Education Conversion program or approval from TECP director)

TECP 71 Consultation/Collaboration and Individual Education Plans (IEP) 3-0-3
This course is an examination of the collaborative/consultative model in education and the skills necessary for that approach. It focuses on the state curriculum frameworks, the NH state Rules for students with disabilities, and federal (IDEIA) and local guidelines regarding the education of students with special needs. This course includes examination of the concepts and skills necessary for IEP and Team development such as, the development of student profiles, goals, objectives, communication and collaboration skills, leadership skills, and knowledge of the theories of change. This course addresses specific New Hampshire State Standards for certification in the area of general special education. (Prerequisites: acceptance in the General Special Education Conversion program, ED 101, ED 200, ED 203 and/or approval from TECP director)

TECP 80 Methods/Student Teaching for Middle/Secondary School Mathematics 2-24-10
This course will prepare prospective teachers with the methods for teaching mathematics at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in student teaching placement. This course requires a full time placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques and professional practice for successful teaching. Supervision is provided a by college supervisor and a field-based professional. This course addresses specific New Hampshire State Standards for certification in the following content areas: Mathematics 5-8 and Secondary Mathematics 7-12 and Professional Education Standards (NH Standard Ed 610). (Prerequisite: permission from the TECP director)

TECP 81 Methods/Student Teaching for Middle/Secondary School Science Teachers 2-24-10
This course will prepare prospective teachers for teaching science at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the student teaching placement. In addition to the seminar, this course requires a full time placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques and professional practices for successful teaching. Supervision is provided by a college supervisor and a field-based professional. This course addresses specific New Hampshire State Standards for certification in the following content areas: Biology, Chemistry, General Science, Earth Science, Physical Science, Physics and Professional Education Standards (NH Standard Ed 610). (Prerequisite: completion of previous coursework in TECP and permission from the TECP director)

TECP 82 Practicum Experience in General Special Education 1-15-6
This is a field-based course designed to integrate and apply previous course work in General Special Education certification. Students document 240 hours of work in the schools, including referral, observations, teaching, remediation, aiding with transition issues, IEP development and implementation, consultation, and designing and implementing behavioral programs. Seminars meet throughout the semester. This course addresses specific New Hampshire State Standards for certification in the area of general special education. (Prerequisites: acceptance in the General Special Education Conversion program, completion of previous general special education coursework and approval from TECP director)

Revised July 20, 2007