The NHTI Education degree program will prepare you to work in elementary, middle, or secondary schools. In addition, you may want to pursue a career in a related field such as counseling, outdoor education, or a community-based programs.
The NHTI education program curriculum is designed for you to not only gain a broad-based teacher education preparation, but to supplement that education with varied hands-on practical experiences in the field. This powerful combination will allow you to excel in any environment working with learners. Review the academic catalog for more comprehensive information.
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. 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, New England College, Plymouth State University, Rivier College and Southern New Hampshire University.
|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||Quantitative Reasoning or|
|MATH 124C||College Algebra or higher level math (MATH 251C Statistics Recommended)||4||0||4|
|PSYC 105C||Introduction to Psychology||3||0||3|
|#||EDU 200C||Supporting Students with Challenging Behaviors||3||0||3|
|#||EDU 208C||Content Literacy or|
|#||EDU 211C||Reading and Language Development||3||0||3|
|PSYC 220C||Human Growth and Development: The Life Span||3||0||3|
|XX xxxC||General Elective||3||0||3|
|XX xxxC||Humanities/Fine Arts/ Foreign Language Elective||3||0||3|
|#||EDU 201C||Legal and Ethical Issues in Education||3||0||3|
|#||EDU 203C||Teaching Strategies for Diverse Learners||3||0||3|
|#||EDU 209C||Curriculum and Assessment||4||0||4|
|SOCI 105C||Introduction to Sociology||3||0||3|
|#||EDU 204C||Instructional Technology||3||0||3|
|#||EDU 210C||Cross-Cultural Education Seminar||2||0||2|
|#||EDU 220C||Field Experience in Education||1||6||3|
|XX xxxC||Lab Science Elective *||3||2||4|
|XX xxxC||General Elective||3||0||3|
# Indicates major field courses
CL – Number of lecture/classroom hours per week for the course
Specific Admission Requirements
- Strong verbal and written English language skills are major considerations for acceptance.
- Personal interview with Department Chair 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 Chair.
- A criminal record check is required of all students before all clinical experiences in the schools.
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 Accessibility Services at (603) 230-4027 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.
Kelly Moore DunnEducationDepartment Chair, Director-TECP, Director of Center for Educational ExcellenceGrappone 316
Kelly Moore Dunn joined NHTI’s faculty in 2003. She is the Department Chair of Education, the Director of the Teacher Education Conversion Program and the Center for Educational Excellence. She earned her B.S. from the College of St. Rose, her M.Ed. in Learning and Language Disorders from Notre Dame College, and her Ed.D. in Educational Leadership and Adult Education, from Nova Southeastern University. She has more than 35 years’ experience as an educator in K-12 schools and college and university. She teaches courses in special education and special education methods and supervises student teachers and practicum students. She serves on the Council for Teacher Education for the State Board of Education. Her professional interests include special education, learning disabilities, cognitive coaching, teacher preparation, cultures of dignity, and adult learning.
Dawn FlorinoEducationAdjunct Faculty
Dawn is an adjunct faculty member in the Education Department. Dawn is a current middle school principal. Dawn is a certified reading/writing specialist. She has worked with elementary and middle school populations and as a Title coordinator in a NH school district. She teaches courses in reading and literacy in the education department.
Lisa FrenetteEducationAdjunct Professor
Lisa is an adjunct faculty member. Lisa is a special education director in the public-school system in NH and has taught courses in Special Education Assessment and Individual Education Plans and Consultation for NHTI. She has been a special educator in the NH public school systems.
Dawn HigginsAcademic Advising Center | Education | English as A Second Language (ESL)Academic Advisor, F-1 Designated School Official, NH State Certified English Language EducatorLearning Commons 135
Dawn Higgins is an academic advisor at NHTI and works directly with English Language Learners at NHTI. Instructing and advising second language adults in higher education for 19 years, she is also a certified K-12 ESOL teacher in the State of NH and linguistics instructor for NHTI’s post-bac ESOL Teacher Education Conversion Program. Dawn is the co-director of the ESOL Teacher Education Conversion Program. The populations she serves at NHTI currently are New Americans and other new immigrants’ representative of more than 50 native languages and countries of origin. Dawn earned her undergraduate degree in French and English and her Master’s degree in English Literature from the University of New Hampshire and the Université de Bourgogne in Dijon, France.
Frank HoellEducationAdjunct Professor
Francis W. Hoell, M.Ed. joined the NHTI faculty in 2010. He a supervisor of student teachers and student interns. He earned a B.A. from Saint Anselm College and M.Ed from Lesley University in Special Education and Administration. He has over 44 years of experience as an educator and school administrator. His professional interests include principal mentoring and teacher preparation.
Aaron HughesLiberal ArtsAdjunct Professor
Aaron is an adjunct professor in the Education Department. Aaron is and Educational Consultant for the NH Department of Education in the area of Title III and ELL programming. Aaron teaches courses in cross cultural education for NHTI.
Christa JeckEducationAdjunct Professor
Christa is an adjunct professor in the Education Department. Christa is a certified ESOL K-12 educator in the New Hampshire public schools. Christa teaches courses in the Teacher Education Conversion Program for ESOL.
Jeffrey Laflamme, MEdEducationAdjunct Professor
Jeff is an adjunct faculty member in the education department. Jeff is a current Special Educator in the NH public school system specializing in working with students with specific behavioral challenges. Jeff also has additional certification in Emotional and Behavioral disorders. Jeff teaches courses in the education programs in the area of working with students with challenging behaviors.
Christopher Lewis, MEdEducationAdjunct Professor
Chris is an adjunct professor in the Education Department. Chris is a certified NH special educator and teaches students with special needs in the public-school system. Chris teaches special education assessment courses for the Teacher Education Conversion Program.
Cynthia Lucero, CAGSEducationProfessorGrappone 317
Cynthia has been in education since 1998. She has taught in Educator Preparation at the University of New Hampshire and Saint Anselm College before coming to NHTI. Cynthia is the Coordinator of Clinical Practice for the education department at NHTI and professor of education. In the past, Cynthia was an elementary and middle school teacher and an assistant middle school principal. She loves all aspects of education, but areas of professional interest included mentoring new teachers, supporting students with disabilities, student assessment, and special education. Cynthia earned her B.S and M.Ed from Notre Dame College, and is currently completing her doctoral dissertation through Northeastern University, Boston, MA.
Amy Gillam O’Riley, MEdEducationAdjunct Professor
Amy Gillam has been an Adjunct Professor at NHTI since 2008. She teaches the Instructional Technology course which is focuses on learning how to integrate technology into the classroom. She is currently a Computer Technology Educator in the public-school system where she teaches computer technology classes and collaborates with colleagues to facilitate technology integration in the classroom. In the past she has also taught second grade, middle school Spanish, and middle school computer technology. In addition to teaching, she presents at workshops and seminars on current educational technology topics.
Preston (Alan) Pardy, EdDEducationAdjunct Professor
P. Alan Pardy has been an adjunct instructor at NHTI since 2011, teaching ED 201/TECP 61. Alan earned his Bachelor of Science and Master of Arts in Teaching at the University of New Hampshire. He earned a Doctorate in Education at Boston University, concentrating on special education and educational administration. He has worked in education for over 50 years, as a classroom teacher, director of special education, and, until he retired in 2017, Executive Director of the NH Association of Special Education Administrators, a state-wide organization of public and private special education directors. Alan has also taught courses as an adjunct at Rivier College (University), Granite State College, and Antioch University New England. His professional interests include leadership competencies, inter-agency collaboration, and integrating “soft skills” into K-12 education and teacher training.
Susan K. PetersonEducationAdjunct Professor
Susan K. Peterson has degrees in Early Childhood Education; Counseling; and Higher Education, Leadership, and Adult Learning. She holds a NH Early Childhood Master Professional from the NH Dept of Health and Human Services. She has taught early childhood education classes in higher education for the past 20 years and is certified by the NH chapter of the American Society for Training and Development (ASTD) as a professional trainer. She is an adjunct faculty member at Granite State College and NHTI, where she teaches education courses and provides supervision and mentoring to pre-service and new teachers. Dr. Peterson is certified by the Center for Teacher Effectiveness and authorized to conduct “Time to Teach” seminars in Classroom Management. Dr. Peterson is the Director of Riverstone Educational Consultants providing professional development and support in training, coaching, mentoring, and program evaluation to schools and educational organizations.
Patricia SeveranceEducationAdjunct Professor
Pat is an adjunct faculty member at NHTI and teaches education courses and supervises student teachers and practicum students in the Teacher Education Conversion Program. Pat served in the roles of NH school principal, assistant principal, educator, special educator, and mentor for new teachers.
Anne Wallace, MSEducationAdjunct Professor
Annie Wallace joined NHTI as a TCEP adjunct faculty member in 2007 as the middle and secondary mathematics methods instructor. She earned her B.B.A. in Accounting from the University of Massachusetts-Amherst in 1981, her M.Ed. in Curriculum and Instruction from Gordon College, Wenham, MA in 2005, and a Post-Masters Graduate Certificate in Curriculum and Instruction from the University of New England, Portland, ME in 2016. She has more than 15 years’ experience as an educator. Currently she is the Mathematics Educational Consultant for the NH Department of education. She has served on Governor Hassan’s NH STEM Education Task Force and as a member of Advisory Group for the NH Quantitative Literacy Project in the development of NH’s Pre-K -16 Numeracy Action Plan for the 21st Century and currently serves as president on the New Hampshire Teachers of Mathematics (NHTM) board and as vice-chair on the Professional Standards Board for the State Board of Education. Her professional interests include equity and access in mathematics for all students, teacher preparation with a focus in mathematics for all levels, math curriculum and assessment, and in the development of math coaching.
Deborah Woelflein, CAGSEducationAdjunct Professor
Debbie has been an educator for 35 years, with experience as a high school English teacher, department chair, assistant principal, principal, instructional supervisor and assistant superintendent for curriculum. She is an adjunct faculty member at NHTI, and has taught at Rivier College, and UMass Lowell and has chaired the NH Council for Teacher Education. She enjoys working with new educators to help prepare them to face the realities of today’s classrooms and developed a formal mentoring program for the Merrimack School District. She was honored to serve as the NH Teacher of the Year in 1996. Debbie has a B.A. in English Education from Merrimack College, a M.A. in English from Duquesne University, and a CAGS from Rivier College.
Heather WoodEducation | Mathematics/PhysicsAdjunct Professor
Heather is an adjunct professor in the Education Department. Before joining NHTI, Heather worked as an elementary reading and writing specialist and special education teacher. She also has experience teaching math and science at the high school and college levels. She earned her BA in Kinesiology from the University of Colorado at Boulder, her MEd as a Reading and Writing Specialist from Plymouth State University, and her Ed.D. in Curriculum, Instruction, and Assessment from Walden University. Heather teaches education and math courses at NHTI. Her professional interests include reading and math intervention, assistive technology, and cognitive learning strategies. In her free time, she enjoys outdoor activities in the beautiful lakes and mountains of New Hampshire such as hiking, fishing, snowmobiling, and skiing.
Upon completion of the program of study the NHTI education student will:
- Demonstrate knowledge in the area of learner development by demonstrating an understanding of how learners develop, recognizing that patterns of learning and development vary and demonstrate the ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner.
- In the area of learning differences, demonstrate an understanding of individual differences and diverse cultures and communities; demonstrate the ability to inclusive learning environments that allow each learner to reach his or her full potential; and the ability to employ universal design principles and assistive technology.
- In the area of the Learning environments, demonstrate the ability to work with learners to create and access learning environments that support self-directed individual and collaborative learning; and demonstrate the use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences.
- In the area of content knowledge, demonstrate an understanding of the central concepts, tools of inquiry, and structure of his or her discipline(s) through demonstration of the creation of learning experiences that make the discipline(s) accessible and meaningful for learners; and demonstrate Innovative applications using differing perspectives to engage learners in critical and creative thinking and collaborative problem-solving related to authentic local and global issues.
- In the area of learning facilitation, use multiple methods of assessment to engage learners in their own growth; Document learner progress; provide learner feedback; and inform the educator’s ongoing planning and instructional practices.
- Plan for learning facilitation, as demonstrated by as an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals.
- Demonstrate learning facilitation strategies, as demonstrated by: An understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines; and an ability to build skills in accessing, applying, and communicating information.
- In the area of professional responsibility, demonstrate being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community; and the Ability to adapt practice to meet the needs of each learner; and the ability to collaborate, as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning, and well-being.