|Course Number||Course Title||CL||LAB||CR|
|#||EDU 101C||Introduction to Exceptionalities||3||0||3|
|#||EDU 104C||Foundations of Education||3||0||3|
|ENGL 101C||English Composition||4||0||4|
|MATH 120C||Topics in Applied College Mathematics or|
|MATH 124C||College Algebra||4||0||4|
|PSYC 105C||Introduction to Psychology||3||0||3|
|#||EDU 200C||Supporting Students with Challenging Behaviors||3||0||3|
|#||EDU 208C||Content Area Literacy or|
|#||EDU 211C||Reading and Language Development||2||0||2|
|IST 102C||PC Applications||3||0||3|
|PSYC 209C||Educational Psychology||3||0||3|
|PSYC 220C||Human Growth and Development: The Life Span||3||0||3|
|XX xxxC||Humanities/Fine Arts/ Foreign Language Elective||3||0||3|
|#||EDU 201C||Legal Issues in Education||3||0||3|
|#||EDU 203C||Teaching Strategies for Diverse Learners||3||0||3|
|#||EDU 209C||Curriculum and Assessment||4||0||4|
|ENGL xxxC||English Elective||3||0||3|
|SOCI 105C||Introduction to Sociology||3||0||3|
|#||EDU 204C||Instructional Technology||3||0||3|
|#||EDU 210C||Cross-Cultural Education: Professional Learning Community||1||0||1|
|#||EDU 220C||Field Experience in Education||1||6||3|
|XX xxxC||Lab Science Elective *||3||2||4|
|XX xxxC||General Elective||3||0||3|
|Program Cost Estimates|
# Indicates major field courses
CL - Number of lecture/classroom hours per week for the course
Curriculum for students entering program in 2016-17.
The degree of Associate in Science with a major in Education is awarded upon successful completion of the program.
A candidate in the Associate of Science in Education degree program will fulfill the following learning outcomes as demonstrated through a combination of course work, field experience, capstone experience, and portfolio.
The Associate in Science in Education (ASEd) program concentrates on the foundations of education in a well-balanced approach. The program is based upon the New Hampshire Standards for Professional Education (Ed 610.02) and the New Hampshire Standards for General Education. The program provides students with opportunities to immerse themselves in the theoretical underpinnings and practical applications of education while completing associate degree requirements. Students who complete this program have the basic skills and knowledge to work effectively with all students in public school classrooms, including those students identified with special needs. Students will demonstrate a beginning understanding of learner development, learner differences, and learning environment and facilitation, as well as knowledge of content, assessment, and professional responsibility.
By offering a broad range of courses, the Program prepares graduates to become Paraeducators in schools and/or to transfer their credits to baccalaureate degree-granting institutions to pursue a career in teaching, counseling or related fields.
All students in the ASEd program are expected to achieve a minimum passing score stipulated by the NH Department of Education on the PRAXIS™ Core Academic Skills for Educators tests (http://www.ets.org/praxis/nh/requirements). Those students who intend to transfer to one of the colleges in the University System of NH must achieve a minimum GPA of 2.7 in addition to passing the PRAXIS Core Skills exam
NHTI has transfer affiliations with baccalaureate degree-granting institutions of Granite State College, Southern New Hampshire University, New England College, Plymouth State University, Rivier College and Southern New Hampshire University.
- Transferring to other institutions
- Transfer (Articulation) Agreements (specific to this program)
- Transferring to NHTI
Specific Admission Requirements
- Strong verbal and written English language skills are major considerations for acceptance.
- Personal interview with Department Head and/or faculty member may be required.
- Credit for experiential learning, workshops and/or college courses taken at other institutions is available; students interested in receiving credit must supply appropriate documentation and meet with the Director of Admissions and the Department Head.
- Students interested in matriculation in a baccalaureate teacher preparation program after completion of the Associate Degree are responsible for researching the requirements of such programs and their transfer procedures.
Note: Applicants should be aware that all associate degree programs at NHTI require successful completion of at least one semester of college level mathematics. Therefore, the college strongly recommends that all applicants successfully complete high school Algebra I with a grade of “C” or higher prior to admission. Those students whose placement testing does not demonstrate readiness for college level mathematics may require more than two years to complete their degree.
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.
The Education Department Ambassadors are a group of students chosen by the faculty to assist the department.
The program is designed to improve the educational experience for all students in the education department by involving selected pre-service teachers in department activities, planning, and events.
The Program seeks to:
- Create a community of pre-service teacher-leaders who share time, talent, and expertise and who collaborate with the education department faculty and student, to enhance programs, activities, and events.
- Involve pre-service teachers in planning and supporting activities, programs, and events that enhance the education programs.
- Expand pre-service teachers' leadership skills in working collaboratively with faculty during the academic year in matters related to education programs.
Meet some of the Ambassadors:
Program: Associate of Science in Education interested in Elementary and Special Education
Why did you choose NHTI?
“At first I wanted to go to NHTI because of the money. I have always been a penny pincher and the less debt I create, the better I would be. Then I visited the campus. It was amazing; everyone was so warm and welcoming. After that visit I could not have imagined myself going anywhere else. Then and there I told my mom, “Sign me up!” And here I am, finishing my first semester and loving every minute of it.”
Program: Associate of Science in Education interested in teaching math or elementary education.
Why did you choose NHTI?
“ I chose NHTI because I felt I could get the same, if not a better education, at NHTI for a fraction of the price of other four year schools”.
Program: Associate of Science in Education Program interested in teaching special education or math.
Why did you choose NHTI?
“I choose NHTI because I was unsure of what kind of teacher I wanted to become. Since day one, the professors at NHTI have been there for me whether I made an appointment or not. They have helped me decide what certification area would fit me best and have helped boost my teaching self-esteem. I know NHTI has made a difference in my life. I now know what I want to major in and I am comfortable in the field I chose. My teachers have never once doubted my ability; they were always encouraging which has made me become more outgoing.”