|Course Number||Course Title||CL||LAB||CR|
|ED 101||Introduction to Exceptionalities||3||0||3|
|ED 104||Foundations of Education||3||0||3|
|ED 201||Legal Issues in Education||3||0||3|
|PY 105||Introduction to Psychology||3||0||3|
Supporting Students with
|ED 204||Instructional Technology||3||0||3|
|ED 209||Curriculum and Assessment||4||0||4|
|ED 210||Cross-Cultural Education: Professional Learning Community||1||0||1|
|PY 209||Educational Psychology||3||0||3|
CL - Number of lecture/classroom hours per week for the course
LAB - Number of simulation laboratory, laboratory or clinical hours per week for the course
CR - Number of credit hours for the course
Curriculum for students entering program in 2014-15.
The Certificate in Education offers students the option of taking the core education curriculum, allowing for transfer to the Associate in Science in Education, or to a baccalaureate program in education. Courses in this program are scheduled in the late afternoon-early evening, beginning at 4:00 pm. This program is financial aid eligible. To be eligible for federal financial aid, students must submit an official, final high school transcript, or the equivalent documentation that demonstrates high school completion, to the NHTI Admissions Office.
Certificate program students may take 200 level courses concurrently with 100 level courses with permission from the department head of the Child and Family Studies.
NHTI has developed excellent practicum opportunities for our students to foster hands-on learning while simultaneously receiving credit. Nonetheless, the college's first priority must be to ensure that patients/clients/children/families are not placed in jeopardy by students during learning experiences. Therefore, students in internship, externship, practicum, service learning, and clinical experiences must demonstrate sufficient emotional stability to withstand the stresses, uncertainties and changing circumstances that characterize patient/client/child/family responsibilities. Furthermore, the student is expected to have the emotional stability required to exercise sound judgment, accept direction and guidance from a supervisor or faculty member, and establish rapport and maintain sensitive interpersonal relationships and confidentiality with employees, customers, and/or patients/clients/children and their families.
Candidates for positions and careers in education are encouraged to explore health requirements associated with employment in a school setting. Prospective students with special needs requiring accommodations that may affect their learning are encouraged to contact the Disabilities Service Coordinator at (603) 271-6484 x4117 or for TTY/VO call (603) 223-2316.
The health and safety of children, adolescents and other learners is of paramount concern in the Education Program. Applicants for teaching positions in public and private schools in New Hampshire should be aware that background checks through the New Hampshire Department of Safety must be completed by potential employers prior to employment.
Applicants who have been in difficulty with the law, depending upon the nature of their experience, may not be employable or even eligible for field experience. Applicants are advised that such matters may be discussed during an admission interview so that future goals to be a teacher will not be compromised.
Technical Standards have been established to provide guidance to students as to skills and abilities required to function successfully in the program and ultimately in the public and/or private school classroom as teachers. Applicants who think they may not be able to meet one or more of the technical standards should contact program faculty members to discuss individual cases. Department Faculty will give serious consideration to all academically qualified candidates providing that the technical standards can be met with reasonable accommodations. Students in the Education Program must have sufficient strength, stamina and motor coordination to perform the following:
- Sufficient hearing and visual acuity to ensure a safe environment and ability to respond quickly in the event of emergency;
- Sufficient verbal ability to express and exchange information and ideas as well as to interpret important instructions to children, adolescents, colleagues, and parents;
- Sufficient writing skills to accurately record students' daily progress and milestones as well as a variety of reports;
- Ability to work with frequent interruptions, to respond appropriately to unexpected situations, and to cope with extreme variations in workload and stress levels.