Catalog 05-06 - NHTI - Concord's Community College

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Copyright & Disclaimer Information: Copyright © 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007. CollegeSource®, Inc. and Career Guidance Foundation. CollegeSource® digital catalogs are derivative works owned and copyrighted by CollegeSource®, Inc. and Career Guidance Foundation. Catalog content is owned and copyrighted by the appropriate school. While CollegeSource®, Inc. and Career Guidance Foundation provides information as a service to the public, copyright is retained on all digital catalogs.Copyright & Disclaimer Information: Copyright © 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007. CollegeSource®, Inc. and Career Guidance Foundation. CollegeSource® digital catalogs are derivative works owned and copyrighted by CollegeSource®, Inc. and Career Guidance Foundation. Catalog content is owned and copyrighted by the appropriate school. While CollegeSource®, Inc. and Career Guidance Foundation provides information as a service to the public, copyright is retained on all digital catalogs.Course Descriptionstheir impact on early care and education will be identified. Students willresearch various crises encountered by families and carry out an actionplan to positively address the crisis. Community resources will be identifiedand involved. (Prerequisite: EC 125)EC 250 Observation, Interpretation, Assessmentand Documentation 3-0-3Participants will become “students of childhood” as they learn how tointerpret and assess their observations of children. They will make thechild’s growth visible through progress notes and documentation and bysharing their own “wonderings” as teachers. Students will experience therole of “teacher as researcher” as they learn how to appropriately applyvarious assessment tools in combination with their own observations toidentify growth from the perspectives of the child, the teacher, and thecurriculum. (Prerequisites: EC 102, EC 125, EC 141 and EC 142; may betaken concurrently with EC 242 and EC 275)EC 261 Family Child Care Business Management 3-0-3This course will review the fundamentals of sound business practices asthey relate to the running of a successful Family Child Care business.Emphasis will be on designing of business plans, budgeting, insurances,effective business policies, contracts, pricing, marketing, customer relations,purchasing, financial, legal and licensing regulations and reports,small business management and related record keeping.EC 262 Organization andManagement for the Practicing Professional 4-0-4A survey of organization and management of early childhood programsand/or child care centers for the practicing professional. Emphasis will beon learning how to plan, organize, manage and evaluate programs andfacilities for children. Specific skills addressed are licensing procedures,hiring, motivating and evaluating staff and parent involvement. Financialrecord keeping to inform program management decisions will bebased on an understanding of Excel computer program use. Leadershipand visioning skills will also be taught and evidence of implementationwill be required. Students will be required to spend fifteen hours outsideof class on a final project to be implemented in their professional work.This course will meet the requirements for Director Certification from the State ofNew Hampshire. It will also meet the criteria for accreditation by the NationalAssociation for the Education of Young Children. (Prerequisite: permission ofdepartment head of Early Childhood Education)EC 265 Developmentally Appropriate Guidanceof the Young Child 3-0-3The emphasis of the course is on the role of positive child guidance inpreparing young children to become competent and cooperative individuals.Developmentally appropriate methods of guiding children basedon effective communication skills and problem solving will be sharedalong with strategies for preventing disruptive behaviors in the classroom.Techniques for dealing with more difficult and explosive behaviorswill also be discussed. Partnering with parents in developing behaviorplans will be emphasized. Students will also come to see how many ofthese skills transfer to their work with adults in their professional settings.They will be able to use the class as a model for developing parenteducation programs for the families that they serve. This course is availableas a general elective to students in other majors with permission ofdepartment head of Early Childhood Education. (Prerequisites: EC 125and EC 242; may be taken concurrently with EC 276)EC 270 Understanding Young Children’s Special Needs 3-0-3This course will broaden students’ awareness of the theoretical and legalfoundations for programs serving young children (infancy through ageeight) with a wide range of special educational needs. Students willexamine the causes, symptoms, social consequences and behavior characteristicsof children with special needs. Emphasis will be on education forchildren and their families. (Prerequisites: EC 102, EC 120, EC 135, EC140 and EC 185)EC 275 Practicum 1 – Child Study and Portfolio 2-5-3Students will conduct 3 in-depth child studies over the course of thesemester. They will create and manage portfolios for each child, useportfolio information to write child narrative summaries and create agrowth and development documentation of each child, and plan andcarry out a conference to share information with the parent/guardian.Students will also carry out observations of their practicum environmentsand Cooperating Teachers as a precursor to more fully understandingtheir role as a student teacher in Practicum 2. (Students who want apracticum experience in grades 1 or 2 are encouraged to do Practicum 1with primary aged children.) (Prerequisites: all 100 level EC courses, EC242, EC 270, a 2.5 GPA in major field courses, permission of the ECEPracticum Coordinator and submission of all required documents; maybe taken concurrently with EC 242 and EC 250)EC 276 Practicum 2 - Experiencing EmergentCurriculum and Student Teaching 2-10-5Students will work in NHTI-approved ECE settings for children in infant/toddlercare, preschool, or kindergarten under the supervision ofearly childhood Cooperating Teacher(s). Weekly seminars conducted byNHTI faculty offer support for students and provide time to review thecharacteristics of emergent curriculum being implemented by students attheir practicum sites. Students must complete a Practicum Notebookoutlining their activities with children and families connecting theory topractice. Students will document 150 hours at practicum including 2 fulldays of lead teaching. Students will prepare documentation of emergentcurriculum provocations, ordinary moments, and child growth and development.NHTI ECE faculty schedule site visits to review and evaluatestudent progress during the practicum experience. (Prerequisites: all 100level EC courses, EC 242, EC 250, EC 275, a 2.5 GPA in major fieldcourses, permission of the ECE Practicum Coordinator and submissionof all required documents; students are encouraged to take this concurrentlywith EC 265 and 288)EC 288 The Early Childhood Professional 3-0-3This course explores the role of the early childhood professional in theworkplace. Topics to be discussed include leadership, working in a team,and professional ethics. Additionally, students will learn about the legislativeprocess in NH and explore their role in advocating for public policyto support children, families, and early care and education programs.Students will develop a resume and create a professional portfolio thatcan be used for interview purposes. Emphasis will be placed on the roleof ongoing professional development activities, and students will choosea professional development project to complete and share. (Prerequisites:all 100 level EC courses, EC 242, EC 250 and EC 275; may be takenconcurrently with EC 276)EconomicsEO 101 Macroeconomics 3-0-3This course is concerned with the behavior of the economy as a whole,particularly fluctuations in economic activities. Basic elements of economicreasoning are applied to the public policy issues of unemployment,inflation, and economic growth. A brief survey of the history of economicideas is followed by a study of the consequences for national policyof the changing institutional structure of the U.S. economy, and of theconflicts inherent in, and generated by, competition and private enterprise.Analytic tools are used to evaluate monetary and fiscal policies andto understand current macroeconomic controversies.EO 102 Microeconomics 3-0-3An investigation into the functioning and politics of the U.S. economyfrom the vantage of the marketplace, emphasizing microeconomics, wagebargaining, taxation and the distribution of wealth and income. Topicsinclude the theories of demand and production, and the determinationof prices and quantities for commodities and factors of production incompetitive and noncompetitive markets.98
Copyright & Disclaimer Information: Copyright © 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007. CollegeSource®, Inc. and Career Guidance Foundation. CollegeSource® digital catalogs are derivative works owned and copyrighted by CollegeSource®, Inc. and Career Guidance Foundation. Catalog content is owned and copyrighted by the appropriate school. While CollegeSource®, Inc. and Career Guidance Foundation provides information as a service to the public, copyright is retained on all digital catalogs.Copyright & Disclaimer Information: Copyright © 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007. CollegeSource®, Inc. and Career Guidance Foundation. CollegeSource® digital catalogs are derivative works owned and copyrighted by CollegeSource®, Inc. and Career Guidance Foundation. Catalog content is owned and copyrighted by the appropriate school. While CollegeSource®, Inc. and Career Guidance Foundation provides information as a service to the public, copyright is retained on all digital catalogs.Course DescriptionsEducationED 101 Introduction to Exceptionalities 3-0-3This course will introduce the basic values that underlie supporting studentswho experience disabilities and the roles of teachers andparaeducators in supporting those individuals including: the value ofinclusion in home, education, work and community life; respect for theinherent worth and dignity of each person; respect for students’ basicrights to effect the conditions of their own existence. Through readings,in-class discussions, and on-site visits to schools and classrooms, preserviceteachers and paraeducators will develop strategies on how tofacilitate students' independence, learning, social connections, and selfadvocacyskills. Curriculum will emphasize the philosophical and practicalapplications of a variety of theorists with a focus on valuing diversity,collaborating with other educators, curriculum modifications and accommodations,and problem solving strategies (10 hours of classroom observationrequired).ED 104 Foundations of Education 3-0-3This is a survey course which investigates the philosophical, historical andsocial/cultural character of education in the United States. It is intendedto be an examination of how schools function organizationally. Discussionswill include the role of education, system philosophy and trendswhich have shaped contemporary education; field observations are included.This course is a concentration requirement for both SpecialEducation and Education associate degree programs; while it is intendedto be the first in a series of learning experiences for those interested incareers as teachers, it also fulfills a Social Science elective requirement (10hours of classroom observation required).ED 106 Paraeducator Portfolio 1-6-3As a requirement of the No Child Left Behind legislation, paraeducatorsmust complete a portfolio demonstrating knowledge and skills competenciesin the areas of math, reading and writing, and the ability to assistin math, reading and writing instruction. This course guides students inthe preparation and completion of the required portfolio through a seriesof workshops and assignments presented at individual school districts.Upon successful completion of the portfolio, students receive a letter ofrecognition from the State of New Hampshire Department of Educationacknowledging they have achieved “highly qualified” status underNo Child Left Behind.ED 200 Supporting Students with Challenging Behaviors 4-0-4This course will provide pre-service teachers and paraeducators withknowledge and skills for supporting students with challenging behaviors,using the framework of positive behavioral supports. Future teachers andparaeducators will gain knowledge of the basic assumptions about thecontext and functions of behavior and understand the role that behaviorplays in helping students influence people and events in their environment,meet their basic needs, and/or avoid unpleasant situations. Bydeveloping strategies to determine the functions of certain behaviors,pre-service teachers and paraeducators will gain new and effective strategiesfor supporting students who demonstrate challenging behaviors inthe classroom. The focus on the teaching of new skills (as opposed tointrusive interventions that rely on the elimination of challenging behaviors)will provide students with effective, positive approaches that respectthe dignity of the individual and facilitate social inclusion (Prerequisite:ED 101 or permission of department head of Education) (20hours of service learning required).ED 201 Legal Issues in Education 3-0-3Predicated upon legislative requirements such as the Individuals withDisabilities Education Act (IDEA), this course considers the theories andissues explored in ED 101, ED 207, ED 204 and ED 212 in the contextof inclusive instructional settings. Students will develop an understandingof the various legal requirements as well as effective instructionalstrategies for curriculum adaptation and delivery within the context ofFederal and NH State Special Education and Education laws and procedures.(Prerequisite: ED 207 or permission of department head ofEducation)ED 203 Teaching Strategies for Diverse Learners 3-0-3The focus of this course is on the development of typical speech andlanguage skills and the effects of various disabilities on language development,including impaired speech, reading, language, and processing. Thecharacteristics of children and youth with language disabilities are discussed.Strategies to assist students’ functioning in school, at home and inthe community are explored. Emphasis is placed on accommodatingstudents versus “helping” students by completing work for them. Avariety of practical techniques is studied and practiced through in and outof class exercises. Collaborative teaching is used by students to demonstratetheir knowledge and skills. In addition, students learn a variety ofstudy strategies, including mnemonics, double column notes, reading strategies,concepts of active versus passive learning, and organization andtime management skills. Students are expected to work in small groups todevelop strategies to teach these various skills to their peers in the class.In addition, students work a minimum of 20 hours in an approved fieldsite. Students maintain a record of their field work. Innovation andcreativity are critical for success in this course. (Prerequisites: ED 101and EN 101; or permission of department head of Education)ED 204 Instructional Technology 3-0-3This course presents the theory and strategies for effective integration oftechnology resources and technology-based methods of instruction, andassistive technology designed for students with disabilities. A backgroundof mediated instruction will be provided along with a review of thequalities and benefits of various technology options, including assistivetechnology, available to instructional settings. Opportunities to applyinstructional delivery using common forms of media, multimedia, computersand specialized programs for students with disabilities will beintegral to this course, in addition to contemplation of future issues ofintegration of technology and matters of time and place of the learningexperience. (Prerequisite: ED 207 or permission of department head ofEducation)ED 207 Teaching and Learning Process 3-0-3An applications-oriented version of the prerequisites, this course providesan examination of the various contemporary theories of teachingand learning. It will focus on developing an understanding of the learningneeds and learning styles of students as individuals in the context of thelearning environment. Attention will also be given to the assorted instructionalmodalities which may be employed and the issues involved inmatching teaching methods to students’ learning styles while consideringthe context and environment of the learning experience. (Prerequisites:ED 101 or ED 104)ED 212 Design of Instruction 3-0-3An introduction to the design and development of the content of learningexperiences. Curriculum theory will be introduced, and an examinationof the processes of curriculum development, use and evaluation willalso be investigated. The broad questions, “What do students need tolearn?” , “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)ED 220 Field Experience in Education 1-6-3Practical experience in a learning environment. The student spends aminimum of 45 hours per semester in a supervised assigned learningenvironment and participates in a weekly seminar. In the instructionalenvironment, students will work with individuals and groups, as well asdevelop and deliver an instructional unit. This is a concentration requirementfor the Associate in Science in Education program. (Prerequisite:permission of department head of Education)ED 223 Instructional Approaches in ESOL Tutoring 2-3-3This course focuses on the development of the knowledge and skillsneeded in tutoring ESOL (English for Speakers of other Languages)99
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