Education

Undergraduate Education Programs

Major Honors

Undergraduate degree-seeking student must have earned at least 50% of major credits at Franklin Pierce University to be considered eligible for major honors.

An Honors candidate in Education (Licensure) is required to have at least a 3.00 cumulative grade point average and a 3.33 grade point average in Education. A High Honors designation is awarded to students who have at least a 3.00 cumulative grade point average and a 3.67 grade point average in Education.

An Honors candidate in Education Studies (Non-Licensure) must have a 3.00 cumulative grade point average and a 3.25 grade point average in all major courses with no grade lower than C-. A High Honors candidate in Educational Studies must have a 3.00 cumulative grade point average and a 3.50 grade point average in all major courses with no grade lower than a C-.

Pi Lambda Theta

To be inducted into Franklin Pierce University’s chapter of the Pi Lambda Theta, students must be sophomores, juniors, or seniors with a GPA of 3.5 or higher, while pursuing a major in Education (Licensure). National membership is awarded directly through Pi Lambda Theta.

Requirements for Education Licensure Majors

All licensure programs are approved by the New Hampshire Department of Education (NHED) and must fulfill the requirements described in N.H. Ed Administrative Rules 500 and 600 series. Students must pass through specific gateways to progress through the licensure programs. Students seeking licensure in states other than New Hampshire are advised to consult with their state’s licensure requirements.

Education Studies

The bachelor’s in Education Studies prepares students to work in educational settings outside of the traditional public-school classroom setting, such as instructional design, youth advocacy, training, and development, as well as education nonprofits. Education Studies isa non-licensure major and does not lead to a New Hampshire teaching license.

Students are encouraged to think broadly about an area of interest to develop a plan which will include a content area sequence of classes with no less than 6 courses (18 credits). The Education Studies major must include a minimum of 45 hours of clinical field experience or lab experiences and must include a capstone experience through a thesis.

Teacher Licensure Programs

Teacher Licensure Gates

The School of Education works with program faculty and clinical experience educators to prepare students for clinical field experience, student teaching/clinical practice, and licensure. The following gateways outline the licensure requirements for all Education students. Please note that some licensure programs may have additional requirements.

Licensure Gate	Requirements
Licensure Gate 1 – Initial Acceptance	Gain admission into Franklin Pierce University Open account with NHED and send your EdID to the SOE Pass a name-based background check Pass ED112 with a C or higher Pass ED105 with a C or higher
Licensure Gate 2 - Acceptance into the Teacher Licensure Program	Pass Basic Assessment of Academic Skills (BASA) tests Be in good academic standing Maintain a minimum cumulative GPA of 2.5 Pass ED224 with a C or higher Complete fingerprinting and receive a criminal history record check (CHRC) for the NHED Submit your Teacher Licensure Program Application
Licensure Gate 3 - Acceptance as a Student Teacher Candidate	Be in good academic standing Maintain a minimum cumulative GPA of 2.5 Complete all required Education courses with a C or higher Complete all clinical field experience requirements with positive results on evaluations and dispositional rubrics Complete all content area and non-education courses required for your degree Submit an Application for Student Teaching/Clinical Practice
Licensure Gate 4 – Graduation	Successfully complete the student teaching/clinical practice Complete Student Teaching/Clinical Practice Seminar and New Hampshire TCAP Successfully complete all graduate degree requirements • Complete subject area testing (recommended but not required)

Graduate Education Programs

The School of Education offers graduate education in Teacher Licensure and Educational Leadership. Teacher licensure candidates can earn a post baccalaureate licensure, a Master in Education (M.Ed.), or both. Candidates in Educational Leadership earn a M.Ed.

Graduate Teacher Licensure Programs of Study

Students may apply to the M.Ed. program, teacher licensure, or both in any of the following areas. Total number of credits required for “licensure only” may vary, depending upon whether the student is seeking a first or second licensure.

Elementary Education (K-6 or K-8)*

M.Ed. Degree and Licensure – 42 credits
M.Ed. Only – 36 credits
Licensure Only – 40 credits

*All students must meet the bachelor’s/undergraduate content area requirements for Elementary Education K-6. Students must also demonstrate a 15-credit content concentration in English, Mathematics, Science or Social Studies for the Elementary Education K-8 licensure.

Social Studies Education (5-12)*

M.Ed. Degree and Licensure – 42 credits
M.Ed. Only – 36 credits
Licensure Only – 40 credits

*All students must meet the bachelor’s/undergraduate content area requirements for Social Studies.

Life Sciences Education (7-12)*

M.Ed. Degree and Licensure – 42 credits
M.Ed. Only – 36 credits
Licensure Only – 39 credits

*All students must meet the bachelor’s/undergraduate content area requirements for Life Sciences.

English Language Arts Education (5-12)*

M.Ed. Degree and Licensure – 42 credits
M.Ed. Only – 36 credits
Licensure Only – 40 credits

*All students must meet the bachelor’s/undergraduate content area requirements for English Language Arts.

General Special Education (K-22)*

M.Ed. and Licensure – 48 credits
M.Ed. Only – 45 credits
Licensure Only – 49 credits

* All students must meet the bachelor’s/undergraduate content area requirements for Elementary Education K-6.

Educational Leadership

M.Ed. Only – 36 credits

Admissions and Acceptance

Criteria for initial application can be found in the Admissions section of the catalog. Students applying to the School of Education Teacher Licensure Program should provide transcripts to demonstrate a CGPA of 2.8 or higher. Applicants who provide transcripts demonstrating a CGPA of 2.79 or lower may work through the School of Education to explore potential solutions and/or alternative pathways to acceptance. The undergraduate transcripts of teacher licensure applicants will be reviewed to ensure content requirements are complete. Any applicant with a deficiency of content required at the bachelor’s level will be required to develop a plan to complete required content. Evidence of the required content must be completed prior to student teaching/clinical practice.

Students accepted into M.Ed. only will not need to take the Student Teaching/Clinical Practice and Seminar. However, they must take ED585 Student Research Capstone and pass a background check for New Hampshire.

Requirements for Teacher Licensure Programs

All licensure programs are approved by the New Hampshire State Department of Education and must fulfill the requirements described in N.H. Ed Administrative Rules 500 and 600 series. Students must meet the following gates to progress through the teacher preparation program. Students seeking licensure in states other than NH are advised to consult that state for their respective licensure requirements.

Teacher Licensure Gates

Licensure Gate	Requirements
Licensure Gate 1 – Initial Acceptance	Gain admission into Franklin Pierce University Sign your Admissions Worksheet Open account with NHED and send your EdID to the SOE Pass a name-based background check Pass ED501 with a B- or higher Pass ED505 or ED506 with a B- or higher
Licensure Gate 2 - Acceptance into the Teacher Licensure Program	Pass Basic Assessment of Academic Skills (BASA) tests • Be in good academic standing Maintain a minimum cumulative GPA of 3.0 Pass ED510 with a B- or higher Complete fingerprinting and receive a criminal history record check (CHRC) for the NHED Submit your Teacher Licensure Program Application
Licensure Gate 3 - Acceptance as a Student Teacher Candidate	Be in good academic standing Maintain a minimum cumulative GPA of 0 Complete all required Education courses with no more than two grades below a B- Complete all clinical field experience requirements with positive results on evaluations and dispositional rubrics Complete all content area and non-education courses required for your degree Submit an Application for Student Teaching/Clinical Practice
Licensure Gate 4 – Graduation	Successfully complete the student teaching/clinical practice Complete Student Teaching/Clinical Practice Seminar and New Hampshire TCAP Successfully complete all graduate degree requirements • Complete subject area testing (recommended but not required)

M.Ed. Only

Students accepted into M.Ed. only program do not need to take Student Teaching/Clinical Practice and Seminar. However, they must take ED585 Student Research Capstone and complete a background check for New Hampshire and any state they have lived in in the past 5 years.

Licensure Only

Students pursuing teacher licensure without a degree will need to meet all requirements for enrollment in the teaching licensure program. Total number of credits for "licensure only" may vary.

Double Licensure

Students interested in combining elementary, middle, or secondary licensure with General Special Education may do so by indicating that in the application process. Students must also specify whether the M.Ed. degree will be in the area of elementary, middle, secondary, or special education. Once accepted, students will need to take all applicable coursework in each area, complete a full 16-week student teaching/clinical practice experience in the first licensure area, and a 10-week placement in each additional licensure area. The NH TCAP must also be completed for recommendation.

Use of Undergraduate Credits

Undergraduate credits may be approved by the School of Education Director as credits only when a candidate is enrolled for the sole purpose of licensure. Undergraduate credits will not count towards the Master’s Degrees. Candidates may transfer in graduate credits with the Director’s approval.

Clinical Field Experiences and Student Teaching/Clinical Practice

All licensure programs are approved by the New Hampshire State Department of Education and must fulfill the requirements described in N.H. Ed Administrative Rules 500 and 600 series. All students taking courses in the teacher licensure program are required to meet all enrollment criteria and to take part in clinical field experiences. Those students seeking licensure also participate in student teaching/clinical practice.

Clinical Field Experience

Many courses in the School of Education require field-based assignments to ensure that the teacher licensure majors experience authentic teaching situations. We work with community partners to ensure that there is a mutually beneficial experience for the students in the local school districts and for our teacher licensure students. Teacher licensure majors must successful complete all required clinical field experience hours to pass the associated course. If a student retakes a course with clinical field experience hours, the student must also redo the full set of clinical field hours and all relevant clinical field assignments assigned through the course. Professional attire and travel to local schools are required for this course. Any student participating in a clinical field experience must pass a New Hampshire background check before a placement will be made.

Student Teaching/Clinical Practice

Student teaching/clinical practice is the final summative experience for all Teacher Licensure majors. All licensure programs are approved by the New Hampshire State Department of Education and must fulfill the requirements described in N.H. Ed Administrative Rules 500 and 600 series. Students must complete Teacher Licensure Gates 1-3 before they are placed in a student teaching/clinical practice experience.

Majors, Minors and Certificates

Education,

Minor

Education Studies,

Bachelor of Arts

Educational Leadership,

Master of Educational Leadership

Elementary Education (K-6 or K-8),

Master of Education

Elementary Education (K-6 or K-8),

Bachelor of Arts

English Language Arts Education (5-12),

Bachelor of Arts

English Language Arts Education (5-12),

Master of Education

General Special Education (K-22),

Bachelor of Arts

General Special Education (K-22),

Master of Education

Life Science Education (7-12),

Master of Education

Life Sciences Education (7-12),

Bachelor of Arts

Social Studies Education (5-12),

Bachelor of Arts

Social Studies Education (5-12),

Master of Education

Courses

ED105: Educational Psychology

Credits 3

This course is designed to provide the student with an in-depth background in the patterns of normal human growth and development among children and adolescents and its implications for learning and education. A general understanding of exceptionalities among children and youth to age 21 will be explored. Topics include human development, learning, cognition, motivation, individual differences, and group processes. Addresses GLE Learning Outcomes Social Sciences (SS) and Critical Thinking (CT).

ED112: Teach/Learn in a Democratic Society

Credits 3

This course examines conceptions of ‘democratic ways of life’ and how communities and schools work to sustain democracy in a diverse society. Current issues in education are investigated from social, historical, and philosophical points of view in local and global contexts. Topics include Equal Educational Opportunity, the federal Every Student Succeeds Act (ESSA), implementation of the Common Core State Standards, and 21st century skills with a focus on technology. Qualities and skills of teachers as leaders for equity and excellence in education are explored. Addresses GLE Learning Outcomes Critical Reading (CR), Critical Thinking (CT), and Social Sciences (SS).

ED195: The World of the Public School

Credits 1

An opportunity for sophomores and juniors to experience a school environment as a supervised participant/observer in a public or private school. Pass/Fail. Elective. Prerequisite: must be Education major. May be repeated for credit for a maximum of three times.

ED224: Design Mgmt Teach Learn Environment

Credits 3

ED224 Design Mgmt Teach Learn Environment 3.0 Credits Focuses on teaching methods and theories, school classroom organizational structures, and management techniques. Students will design assessable objectives and a variety of types of lesson plans. Reflective journaling will be introduced and practiced. Course includes supervised experiences in teaching students in school settings and observation and implementation of curricula. Professional attire and travel to local schools are required for this course. Prerequisite: ED105 or ED112. 30 hours of field/clinical experience is required.

ED231: Primary Literacy

Credits 3

This course focuses on the developmental characteristics of children as they learn language and literacy. Students learn to plan theory- informed instruction in language arts for grades K-3 aligned with the Common Core State Standards. Topics include reading foundations (print concepts, phonological awareness, phonics and word recognition, and fluency); balanced instruction in reading literature and informational text, writing for different purposes, and assessment. The importance of school/family partnerships is explored. Prerequisite: ED224. 15 hours of field/clinical experience is required.

ED260: Child and Adolescent Literature

Credits 3

Includes the language and focus of literary criticism as it applies to child and adolescent literature. Students will be exposed to the works of many authors and illustrators, as well as relevant literary awards. They will become familiar with books that were popular with those growing up in America during different periods of history. Explorations will include a look at literature-based instruction, experience recognizing prevailing cultural perspectives through books, and development of annotated bibliographies for use with modified bibliotherapy.

ED263: Methods in Teaching Math

Credits 3

This course covers detailed content on mathematical concepts, as well as pedagogical implications for math instruction in K-8 educational settings. Participants will evaluate, plan, and assess mathematics lessons, paying particular attention to problem solving, differentiation, and developmental theory. Prerequisite: ED224. 15 hours of field/clinical experience is required.

ED275: Community Education

Credits 3

This course explores the development of community based educational programs including after-school programs, adult and cooperative learning programs, non-profit organizations, and workplace educational settings. The course provides an introduction to adult learning theory and principles of community education. Prerequisite: ED105 or ED112.

ED299: Independent Study in Education

Credits 1 6

Independent Study in Education (1-6 credits). Offers an opportunity to explore an area of study not included in the Catalog listing of approved courses. The topic of an Independent Study should be selected and carefully designed by the student and faculty sponsor, and must meet with the approval of the Dean or their designee

ED308: Introduction to Assessment

Credits 3

Students will be introduced to forms of assessment used in classroom teaching, as well as how to make evidence-based decisions as part of a collaborative team of educators. Students evaluate the effectiveness of different kinds of assessments and examine the benefits and challenges of assessments in a variety of contexts. Students will understand the process of assessment from asking good questions through "closing the loop" and will discuss test creation, reliability, and validity as it relates to assessment work. Prerequisite: ED224.

ED310: Current Topics American Education

Credits 3

The focus of this class will vary, depending on the expertise of the faculty member teaching and new initiatives at the state or national level. Topics will include violence and safety in public schools, and gender differences and women in education, and may include funding challenges and alternative education programs. This course counts as a General & Liberal Education Course. This course addresses GLE Learning Outcomes Social Sciences K&U, Critical Thinking, Critical Reading. Information Literacy, Inquiry & Analysis and Civic Knowledge & Engagement.

ED312: Understand/Tch Except Learners

Credits 3

This course focuses on characteristics of disabilities, human development, and variations. The impact on students’ learning, social, and familial environment is explored. The course is designed to assist teacher candidates in facilitating learning, utilizing accommodations, writing lesson plans that include all learners with techniques from Universal Design for Learning, Differentiated Instruction and Educational & Assistive Technology. Prerequisite: ED105, ED224, and sophomore standing. 15 hours of field/clinical experience is required.

ED314: Scientific Inq & Teaching Methods

Credits 3

Students will become familiar with topics explored through mathematics and science in grades 4-8. Lesson plan assignments will include both inductive and direct teaching, while incorporating appropriate equipment and technology. Experiential educational opportunities will be explored. Prerequisite: ED224 or permission of instructor. 15 hours of field/clinical experience is required.

ED316: Methods Teach Social Studies

Credits 3

Students will explore curriculum models and topics for social studies in grades K-8. They will review periods of history and diverse geographic areas through children’s literature. Concepts of culture will be explored through art and music. Unit plans will incorporate a variety of qualitative assessment devices. Emphasis will be placed on strategies that encourage critical thinking, creative thinking, and media literacy. Prerequisite: ED224 or instructor permission. 15 hours of field/clinical experience is required.

ED328: Special Education Law

Credits 3

This course emphasizes laws pertaining to students with disabilities. It is mandatory for education majors. Laws covered are IDEA 2004, N.H. Rules for the Education of Children with Disabilities, Assistive Technology Act, ADA, Section 504, and NCLB. Students work in teams for selected assignments. Course is appropriate for regular and special educators. Prerequisite: ED312 or instructor permission.

ED340: Assess/Identify Exceptional Learner

Credits 3

This course in assessment and identification of educational disabilities will provide students with an understanding of the importance of formal and informal assessment in the identification of educational disabilities. Students will learn how to administer assessments, interpret results, and write evaluations complete with recommendations for learners. Prerequisites: ED308 and ED312, or instructor permission. 15 hours of field/clinical experience is required.

ED341: IEP and Instructional Consideration

Credits 3

This course focuses on providing the teacher candidate with the knowledge and skills to develop Individual Education Programs with appropriate instructional accommodations. Teacher candidates will learn evidence-based strategies to assist the K-12 student access the general education curriculum. The impact of disabilities and cultural and linguistic diversity on college and career readiness is explored. Prerequisites: ED308, ED312, and ED340. 15 hours of field/clinical experience is required.

ED345: Effective Comm & Collaboration

Credits 3

Teacher candidates in this course will learn the concepts and practices of collaboration, consultation, interpersonal communication skills, teamwork, and problem solving. Teacher candidates will discover how students with disabilities are impacted by interpersonal and communications gaps and issues between and among team members. Lastly, teacher candidates will create a resource that includes methods to facilitate effective collaboration and consultation skills. Prerequisite: ED224, ED312, or instructor permission

ED350: Teaching Literacy Across Curriculum

Credits 3

Focus is on strategies for developing literacy in the language arts classroom and across the curriculum for grades 4-8. Students design an interdisciplinary thematic unit, using narrative and expository literature, content frameworks, Common Core Curriculum State Standards, and best research-based practices. Study of quantitative assessment includes discussion of state and national accountability initiatives, as well as the use of assessment results to improve instruction. Undergraduate Prerequisite: ED224 or Instructor Permission. 15 hours of field/clinical experience is required.

ED360: Best Practices in Secondary Context

Credits 3

This course is required for all prospective middle/secondary education teachers and must be taken prior to student teaching/clinical placement. Candidates will focus on best practices for secondary classrooms in their area of licensure/concentration. Topics will be differentiated by licensure to include literacy, media, classroom management, safety, and assessment. 30 hours of field/clinical experience is required. Prerequisites: Senior status OR junior status with approval of Education advisor and Director of Education.

ED372: Learning Theories Prof Ed Settings

Credits 3

This course examines the unique nature of the learner in educational settings beyond the traditional classroom. Emphasis will be placed on theories and practices affiliated with experiential learning theory and adult learning theory. Students will engage in an analysis of concepts and theories including motivation and learning styles which work best in professional learning settings. Students must successfully complete 20 hours of field/clinical placement in a professional practice setting. Prerequisite: PS230 or PS231.

ED373: Legal Issues Prof Education Setting

Credits 3

Every professional education setting intersects in meaningful ways with the legal system. This course provides students with a basic understanding of legal concepts that directly apply to their work. Students will examine and practice the knowledge, skills, and attitudes relating to contemporary legal issues and risk management practices.

ED462: Gen Spc Ed St Tch/Clin Prac – Dual

Credits 8

This is a 10-week culminating, capstone experience. It involves a sequentially developed program of observation, participation, and full immersion teaching in an approved public or private school setting. Candidates who have already successfully completed 16 weeks of elementary student teaching/clinical practice, with a customized plan for the second ten weeks, will have worked closely with the Field/Clinical Placement Coordinator to ensure a concentration of field hours in at least two of the three required levels (K-3, 4-8, 9-12) for this K-12 licensure. The Field/Clinical Placement Coordinator will secure this last placement for a concentrated experience in general special education. Insights into case management, push-in/pull-out support, IEP meetings, teaching materials and their use, lesson plans, units, and curriculum delivery are developed during this experience. Classroom management and discipline skills are strengthened. Daily travel is required. Students are responsible for their own transportation. Candidates in student teaching/clinical practice follow the public school calendar, not the Franklin Pierce calendar. Prerequisites: “Good Standing” in the program, permission of the Field/Clinical Placement Coordinator and the Program Director, satisfactory completion of all required Education courses, cumulative GPA of at least 2.50, and a passing score on all sections of the Praxis Core exams.

ED463: Gen Spec Ed St Teach/Clin Prac Sem

Credits 1

To be taken concurrently with ED462 General Special Education Student Teaching/Clinical Practice. It is comprised of weekly, in-person or through technology, student teaching/clinical practice debriefing sessions focusing on ongoing issues during the 10-week student teaching/clinical practice. Students complete the N.H. TCAP focused on Teacher Education Standards. Job search strategies and interview skills will be developed.

ED464: Gen Spec Ed St Teach/Clinical Prac

Credits 14

This is a 16-week culminating capstone experience. It involves a sequentially developed program of observation, participation, and full immersion teaching in an approved public or private school setting. Students who have already successfully completed 16 weeks of elementary student teaching/clinical practice, with a customized plan for the second ten weeks, will have worked closely with the Field/Clinical Placement Coordinator to ensure a concentration of field/clinical hours in at least two of the three required levels (K-3, 4-8, 9-12) for this K-12 licensure. The Field/Clinical Placement Coordinator will secure this last placement for a concentrated experience in general special education. Insights into case management, push-in/pull-out support, IEP meetings, teaching materials and their use, lesson plans, units, and curriculum delivery are developed during this experience. Classroom management and discipline skills are strengthened. Daily travel is required. Students are responsible for their own transportation. Candidates in student teaching/clinical practice follow the public school calendar, not the Franklin Pierce calendar. Prerequisites: “Good Standing” in the program, permission of the Field/Clinical Placement Coordinator and the Program Director, satisfactory completion of all required Education courses, cumulative GPA of at least 2.50, and a passing score on all sections of the Praxis Core exams.

ED471: Internship in Education Studies

Credits 1 6

Internship in Education Studies (1-9 credits). Education Studies majors are encouraged to participate in field work in a professional education setting to further their skills. Students will work with the School of Education Field/Clinical Placement Coordinator to establish placement opportunities. Prerequisites: Permission of the Director of Education.

ED472: Senior Thesis in Education Studies

Credits 3

This course is designed to provide the student with an in-depth exploration of the wider landscape of education beyond public school teaching. Through research, in-person site visits, and interviews, students will investigate topics such as museum studies, alternative schools, education nonprofits, and education policy. Additionally, students will create a professional portfolio that prepares them for the transition to a career in education. Prerequisite: senior standing

ED473: Education Studies Senior Seminar

Credits 1

A capstone course that assesses the student’s progress in achieving the goals of the Education Studies major, focusing on the ability to understand and communicate important concepts of education studies in the chosen professional practice area. Activities include student presentations on thesis and internship experiences and preparation for post-secondary plans. Prerequisites: Educational Studies major with senior status. Taken concurrently with ED471 or ED472.

ED483: St Teach/Clinical Prac Sem: Elem

Credits 1

To be taken concurrently with ED490 Elementary Student Teaching/Clinical Practice. It is comprised of weekly student teaching/clinical practice debriefing sessions focusing on ongoing issues during the 16-week student teaching/clinical practice experience. Students complete the N.H. TCAP focused on Teacher Education Standards. Job search strategies and interview skills will be developed. Students are recommended to take content area testing (i.e., Praxis II test) and the Foundations of Reading test prior to the start of student teaching/clinical practice.

ED487: St Teach/Clinical Prac:Sec

Credits 1

To be taken concurrently with ED492 Secondary Student Teaching/Clinical Practice. It is comprised of weekly student teaching/clinical practice debriefing sessions focusing on ongoing issues during the 16-week student teaching/clinical practice experience. Candidates in student teaching/clinical practice complete the NH TCAC. Job search strategies and interview skills will be developed, including writing a cover letter and resume.

ED490: St Teach/Clinical Prac: Elem

Credits 14

A 16-week sequentially developed program of observation, participation, and classroom teaching in an approved public or private school for elementary licensure. Students seeking elementary licensure will spend sixteen weeks in a primary classroom. Insights into teaching materials and their use, lesson plans, units, and curriculum development are developed during this experience. Classroom management and discipline skills are strengthened. Daily travel is required. Students are responsible for their own transportation. Prerequisites: “Good Standing” in the program, permission of the Director of Education, completion of all required Education courses, cumulative GPA of at least 2.50, and a passing score on all three sections of the Praxis I exams. Fall/Spring

ED492: St Teach/Clinical Prac:Sec

Credits 14

Candidates in student teaching/clinical practice experience sixteen weeks in a secondary classroom. These placements encompass observation, participation, and classroom teaching in an approved public or private school. Insights into teaching materials and their use, lesson plans, units, and curriculum development are developed during this experience. Classroom management and discipline skills are strengthened. Daily travel is required. Students are responsible for their own transportation. Prerequisites: “Good Standing” in the program, permission of the Director of Education; completion of all required Education courses, cumulative GPA of at least 2.50, and a passing score on all three sections of the Praxis I exams. Fall/Spring

ED501: Grad Teacher Ed Prog Orientation

Credits 2

This mandatory introductory course provides training in 100% online Canvas platform in order to develop an understanding of licensure based upon NH Department of Education standards. Grade Level Expectations (GLEs), Grade Span Expectations (GSEs), lesson planning, and reflective practice will be introduced. Training in Canvas for 100% online delivery will also be included. Prerequisites: Program acceptance and must have minimum of a bachelor’s degree.

ED505: Teach/Learn in a Democratic Society

Credits 3

This course examines conceptions of ‘democratic ways of life’ and how communities and schools work to sustain democracy in a diverse society. Current issues in education are investigated from social, historical, and philosophical points of view in local and global contexts. Topics include Equal Educational Opportunity, the federal Every Student Succeeds Act (ESSA), implementation of the Common Core State Standards, and 21st century skills with a focus on technology. Qualities and skills of teachers as leaders for equity and excellence in education are explored. Prerequisite: Concurrent with ED501 or Director of Education approval.

ED506: Educational Psychology

Credits 3

ED508: Introduction to Assessment

Credits 3

This course focuses on all types of assessment, including standardized assessment, reliability and validity, NECAP and NAEP, and formal and informal types of effective assessment. Alternative/authentic types of assessment will be explored, such as portfolio and reflective Practice. Focus will be on maintaining a continuous loop of pre-post assessment techniques to guide instruction and lesson planning.

ED509: Understand, Teach Exp Learners

Credits 3

This course is designed to introduce students to federal and state laws and local policies that pertain to individuals with disabilities and their implications on American schools in helping to “leave no child behind.” The course will focus on how variations in development impact learning and how best practices research and effective instruction can be used to meet the needs of diverse and exceptional learners. 15 hours of field/clinical experience is required.

ED510: Design Mgmt Teach Learn Envir

Credits 3

This 3-credit course focuses on the overall management of K-12 classroom settings which foster an inclusionary model to address all learners’ needs. In addition, the design and management of other models will be explored. Teacher intervention techniques to minimize disruptive behavior and affective education will be reinforced. Other topics will focus on effective use of space, time, resources organizational structures, and pre-post assessment management systems. 30 hours of field/clinical experience is required.

ED511: Intro to Autism Spectrum Disorders

Credits 3

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects 1 in 68 children. Although we do not yet understand the etiology, the neural and genetic bases, or even the underlying psychological nature of ASD, we are gradually making progress in describing fundamental behavioral phenomena associated and in drawing implications for effective intervention. Our course will be devoted to a discussion of ASD and what the teacher, parent, or community member needs to know. Topics to be covered include the early history of ASD, characteristics, treatments, interventions, family, education, community, workplace needs, and transitions and transition planning for those with ASD.

ED512: Special Education Law

Credits 3

This course is required for all M.Ed. programs emphasizing special education law and its processes. Laws covered are NCLB, IDEA2004, FAPE, ADA, NH Rules for the Education of Children with Disabilities, Assistive Technology Act, and Section 504. Case law and case studies compliment this course with attention to referral, evaluation, identification, IEPs, and progress monitoring.

ED515: Primary Literacy

Credits 3

This course focuses on the developmental characteristics of children as they learn language and literacy. Students learn to plan theory- informed instruction in the language arts for grades K-3 aligned with the Common Core State Standards. Topics include reading foundations (print concepts, phonological awareness, phonics and word recognition, and fluency), balanced instruction in reading literature and informational text, writing for different purposes, and assessment. The importance of school/family partnerships is explored. 15 hours of field/clinical experience is required. Prerequisite: ED510 (may be taking concurrently with Advisor approval)

ED516: Teaching Literacy Across Curriculum

Credits 3

ED517: Methods in Teaching Social Studies

Credits 3

Students will explore curriculum models and topics for social studies in grades K-8. They will review periods of history and diverse geographic areas through children’s literature. Concepts of culture will be explored through art and music. Unit plans will incorporate a variety of qualitative assessment devices. Emphasis will be placed on strategies that encourage critical thinking, creative thinking, and media literacy. 15 hours field/clinical experience is required. Prerequisite: ED510

ED518: Methods in Teaching Math

Credits 3

ED519: Scientific Inquiry Teaching Methods

Credits 3

Student will utilize an inquiry-based approach to teaching science topics explored in grades K-8. Lesson plan assignments will execute inquiry-based lessons aligned to Next Generation State Standards (NGSS) that incorporate math and literacy skills as described in the Common Core State Standards (CCSS) both in class and in the field. 15 hours of field/clinical experience is required.

ED526: Best Practices in Secondary Context

Credits 3

This course is designed as the capstone methods course for all prospective middle/secondary education candidates and must be taken prior to student teaching/clinical practice. Candidates will focus on best practices in a secondary classroom in their area of licensure/concentration. Topics will be differentiated by licensure to include literacy, media, classroom management, safety, assessment. Prerequisites: This is a capstone methods course; all other course work must be successfully passed before enrolling in this course. Students wishing to take it out of sequence must have written permission from the Director of Education. 30 hours field/clinical experience is required for secondary licensure candidates.

ED528: Special Topics

Credits 1 15

Special Topics in Education

ED531A: St Teach/Clinical Pract: Elem

Credits 3

This culminating experience involves two consecutive sessions (ED531A and ED531B) for a total of 6 credits and 16 weeks. Students complete the N.H. TCAP focused on Teacher Education Standards. Job search strategies and interview skills will be developed. Candidates in student teaching/clinical practice are recommended to take Content area testing (i.e., Praxis II test) and the Foundations of Reading Test prior to the start of student teaching/clinical practice. Prerequisites: Completion of the Student Teaching/Clinical Practice application process.

ED531B: St Teach/Clinical Prac: Elem

Credits 3

ED532A: St Teach/Clinical Practice: Sec

Credits 3

This culminating experience involves two consecutive sessions (ED532A and ED532B) for a total of 6 credits and 16 weeks. Candidates in student teaching/clinical practice complete the N.H. TCAP focused on Teacher Education Standards. Job search strategies and interview skills will be developed. Candidates are recommended to take Content area testing (i.e., Praxis II test) and the Foundations of Reading Test prior to the start of student teaching/clinical practice. Prerequisites: Completion of the Student Teaching/Clinical Practice application process

ED532B: St Teach/Clinical Practice: Sec

Credits 3

ED540: Assess/Indent of the Excep Learner

Credits 3

This course in assessment and identification of disabilities will provide the candidate with a general understanding of disability assessment - formal and informal, including important factors to be considered in the assessment of disabilities. Assessment information will be used to develop and evaluate individual education plans and alternative methods of teaching. 15 hours field/clinical experience is required. Additional Pre-requisites: ED508; ED509; ED515; ED518; (or equivalents) or Director of Education Approval.

ED541: IEP and Instructional Consideration

Credits 3

This course focuses on providing the teacher candidate with the knowledge and skills to develop Individual Education Programs with appropriate instructional accommodations. Teacher candidates will learn evidence-based strategies to assist the K-12 student access the general education curriculum. The impact of disabilities & cultural and linguistic diversity on college and career readiness is explored. 15 hours field/clinical experience is required. Prerequisite: ED540

ED545: Effective Consult & Communication

Credits 3

The focus of this course will be on the development of effective consultation and communication skills of disabilities specialists necessary for successful educational programming and remediation plans for exceptional children. The course will also emphasize the ability to communicate with teachers, other specialists, parents, school personnel, community, and transitional agencies, etc. Additional Pre- requisites: ED540 & ED541 or Director of Education approval.

ED562A: St Teach/Clinical Prac: Gen Spec Ed

Credits 3

This culminating experience for students in General Special Education involves 16 weeks in 2 different settings (high school, elementary, and middle school) determined by conditions of employment and early field/clinical hours completed) specific to working with students with special needs. Includes Seminar. Students seeking only general special education licensure must enroll in this course for two consecutive sessions (ED562A and ED562B) for a total of 6 credits and 16 weeks. Where they will spend each eight weeks may be individually determined based on field/clinical experience hours and locations and must be approved by the Field/Clinical Placement Coordinator and the Director.

ED562B: St Teach/Clinical Prac: Gen Spec Ed

Credits 3

ED565A: St Teach/Clinical Prac: Dual

Credits 3

This culminating experience is for students in a dual licensure track, such as Elementary or Secondary Education with General Special Education. This track involves a customized plan approved by the Field/Clinical Placement Coordinator and Director. The amount of time spent in a variety of settings and grade levels will be distributed so as to provide a full opportunity for teaching and learning in both areas of licensure. Students seeking dual (more than one) licensure will spend sixteen weeks in the first licensure area, and then an additional 10 weeks in Special Education. The placements will be individually determined based on licensure grade spans as well as field/clinical experience hours and locations and must be approved by the Field/Clinical Placement Coordinator and Director. ¬¬Prerequisite: Completion of the Student Teaching/Clinical Practice application process.

ED574: St Teaching/Clinical Prac Sem

Credits 1

This seminar is taken concurrently with ED531, ED532, ED562, or ED565 - Student Teaching/Clinical Practice. It is comprised of weekly student teaching/clinical practice debriefing sessions focusing on ongoing issues during the 16- or 24-week student teaching/clinical practice experience. Students are expected to maintain a journal, as well as complete the NH TCAP. Prerequisites: all Education methods courses, or Dean or their designee and Director of Education permission; must be taken concurrently with either ED531, ED532, ED562, or ED565.

ED574A: Student Teaching Seminar

Credits 1

This seminar is taken concurrently with ED531, ED532, ED562, or ED565 - Student Teaching. It is comprised of weekly student teaching debriefing sessions focusing on ongoing issues during the 16- or 24-week student teaching experience. Students are expected to make calendar entries in their Student Teaching Handbook, maintain a journal, as well as complete their certification portfolio and the NH-TCAP. Prerequisites: all Education methods courses, or Dean or their designee and Director of Education permission; must be taken concurrently with either ED531, ED532, ED562, or ED565.

ED574B: Studetn Teaching Seminar

Credits 1

ED578: Action Research in the Classroom

Credits 3

This course is required for all M.Ed. programs. Students develop an action research plan having an instructional focus in their area of program concentration with an emphasis on research design. Attention is given to Human Subjects Protection and completion of IRB protocols. Upon completion of all course materials and approval of IRB, students with approval may proceed to ED580.

ED585: Student Research Capstone

Credits 1

This course is designed for those graduate students who are not seeking licensure. Students are expected to revisit the Action Research plan that they created in ED578. After adjusting for potential changes in career goals, each candidate will choose between two options: 1. Execute the research proposal detailed in the final paper for ED578. The proposal will be formally submitted to the Franklin Pierce IRB for approval. Adjustments may be made for access to subjects and an appropriate K-12 school. 2. Should the candidate decide that an action research project is not feasible, due either to job/personal constraints or a change in preferred focus, the project will become a research assignment. This option will include a deeper dive in published literature and first-hand accounts or primary documents. Prerequisites: all Education courses, or Dean or their designee and Director permission.

ED600: Law & Ethics:Emotional Behavioral

Credits 3

This course covers law, ethics, and educational decisions needed as a professional educator, as well as legal and educational systems, demands of IDEA versus NCLB, role of transitioning and technology to improve student outcomes. The perspective is on inclusion and common core standards-based curriculum and professional collaboration.

ED601: Eligibility Students Disabilities

Credits 3

This course emphasizes the history, prevalence, etiology, and characteristics of students with specific learning disabilities, emotional behavioral disorders, intellectual disabilities and other developmental disabilities with an emphasis on autism. Procedures for determining eligibility are covered including the complexity of overlapping and comorbid disabilities/conditions.

ED604: Adv Bhvr Mgt School Children/Youth

Credits 3

Students will gain an increased understanding of cognitive and behavioral strategies used to improve access to the general education curriculum for students with complex social, emotional, and behavioral difficulties. Applying concepts and procedures, students will identify and measure challenging behaviors, conduct behavior assessments through observations, interviewing, analyzing data and developing a behavior intervention plan.

ED612: Strategies Tch Student Disabilities

Credits 3

Teaching students with specific learning disabilities requires knowledge of the learner, comprehension of how students acquire knowledge/skills and knowledge of effective, research-based strategies and methods. This course focuses on methods and strategies to promote metacognitive skills that encourage the use of one’s inner voice and mind’s eye/visualization to facilitate engagement, understanding and learning. Prerequisites: ED508, ED509, ED512, ED540, ED541, ED545 or permission of the Director of Education. 20 hours of field/clinical experience is required.

ED616: Imp Outcomes Stud w/Specific Disab

Credits 3

While the continuum of services continues to exist, research supports that the majority of students with Learning Disabilities benefit from "inclusion." This course addresses the challenging role for the teacher of students with learning disabilities: developing programs that integrate common core standards and address the Individual Education Plan goals for each student within the general education curriculum. Field/clinical assignments required. Prerequisites: ED508, ED509, ED512, ED540, ED541, ED545, or permission of the Director of Education.

ED617: Imp Outcomes Stud w/ E/BD

Credits 3

This course will focus on elements of programming for students with emotional/behavioral disorders (EBD). Teacher candidates will learn methods used in effective academic and social programs. They will evaluate methodologies and construct a successful program for students with EBD. Implications of cultures, parent-teacher communication, and challenges identified within the EBD category will be studied. Field/clinical assignments required. 15 hours of field/clinical experience is required. Prerequisites: ED508, ED509, ED512, ED540, ED541, ED545 or permission of Director of Education.

ED618: Support Student Emotional Disorders

Credits 3

Teacher candidates will gain understanding of the roles and responsibilities for educators of students with emotional/behavioral challenges. Teacher candidates will study behavioral change basics, Functional Behavioral Assessments (FBA), intervention strategies and develop a comprehensive resource guide. Collaboration and information regarding technological advances are key in Special Education. Teacher candidates will learn skills to be effective in these areas. Field/clinical assignments required. Prerequisites: ED508, ED509, ED512, ED540, ED541, ED545, or permission of Director of Education.

ED620: Transition, Sexuality, Legal Issues

Credits 3

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects 1 in 68 children. This course focuses on three critical areas that directly impact the student with autism spectrum disorder: transition, sexuality, and legal cases. Thoughtful and reflective transition planning from secondary education is a major consideration for those with autism spectrum disorders to be successful as they transition into adulthood. This course will provide participants with an in-depth understanding of the concepts related to positive transition planning for youth with autism. Additionally, this course explores two other topics where there is little information shared on a routine basis among schools, practitioners, and families. Sexuality and how to sensitively teach topics related to one’s growth and development in this area will be examined. Further, this course examines legal cases that involve adolescents and adults on the spectrum with dialogue around why and around prevention strategies for those considered to be some of our most vulnerable as it comes to applications and understanding of the law.

ED625: Autism Spectrum Disorders

Credits 3

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects 1 in 68 children. Although we do not yet understand the etiology, the neural and genetic bases, or even the underlying psychological nature of ASD, we are gradually making progress in describing fundamental behavioral phenomena associated and in drawing implications for effective intervention. This course focuses on research-based methods and instructional approaches to use in educating children and youth with autism. Particular attention is given to addressing the social, communication and behavioral deficits many students with autism have as part of their disorder. Practical application of these techniques will be explored through interactive dialogue and engaging assignments aimed at real world approaches to meeting the needs of a student with autism. Social communication, cognitive development, behavior management, and daily living skills are some of the areas addressed in this course.

ED627: Current Trends and Issues in Autism

Credits 3

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects 1 in 68 children. This course will lay the foundation for the current trends in ASD. Theories of practice will be discussed in depth. Throughout this course, connections will be made to the historical development, the governing legislation, the theoretical foundations, and developmental theories that support our current understanding of ASD. Students will gain a solid understanding for the support networks that are needed for individuals with ASD and their families. Prerequisites: ED509, ED540, ED541, ED511 or permission of instructor/Director of Education.

ED629: Social Communication and Autism

Credits 3

Pragmatics, often referred to as social communication, relates to how one interprets and uses language within a social context. It is the implicit meaning of our communication rather than the explicit meaning. Individuals with autism have varying social communication deficits, thus, require individualized instruction and specific strategies and supports to make gains in this area. This course will be devoted to a discussion of pragmatics and what the teacher, parent, or community member needs to know. Topics to be covered include how language impacts pragmatics, typical and atypical development of social communication, current research, treatment options, and social and educational impact in school, at home and in the community. Prerequisites: ED509, ED540, ED541, ED511 or permission of instructor/Director of Education.

SOE501: Foundations in Education

Credits 3

Examines the historical, philosophical, and sociological foundations of education in K-12 public and private schools, higher education and corporate / non-profit agencies. Explores the role of innovative practices, including technology to expand access to education. Introduces the legal and ethics boundaries for professional practices.

SOE505: Learning and Educational Practices

Credits 3

The course provides a broad overview of some of the influential learning theories and the implications of these theories for educational practice. This course will distinguish pedagogy from andragogy, allowing students to demonstrate knowledge through design of learning activities designed for an appropriate audience.

SOE511: Action Research I

Credits 2 3

This course is designed to assist educators to explore a significant issue in a specific educational setting. The course introduces the principles and methodology of Action Research. Students with develop the introduction and literature sections of their Action Research proposal and will review the IRB request form for the Action Research capstone project.

SOE512: Action Research II

Credits 2 3

This course is designed to assist educators to develop an action research proposal and the IRB request form for the Action Research capstone project. Students will complete the research methodology, informed consent forms and data collection tools for use in a personalize action research project. Prerequisite: ED511.

SOE521: Legal Issues in K-12 Schools

Credits 3

This course explores legal, ethical and politics issues governing K-12 education (K-12, and up to age 22) in America. Students will examine the powers of state and local governing bodies and the rights and responsibilities of teachers, staff, administration, and families in elementary and secondary schools. This course allows educators to learn about law and legal research.

SOE525: Foundations Curriculum Instruction

Credits 3

This course will explore the national, state, and local standards for student learning as they relate to the curriculum development process. Participants will design meaningful curriculum models and contextualized learning activities in the context of these standards. The course will pay particular attention to the theoretical and conceptual foundations of curriculum and development and instructional design for the elementary grades, secondary grades, and special education K-12.

SOE532: Foundations Technology Ed Leaders

Credits 3

This course is an innovative educational technology course which focuses on techniques, strategies, resources, and tools for designing, developing, implementing, and evaluating aspects of technology use in a variety of education settings. It examines the latest research- based approaches to technology use as it also explores the ethical, social, and scientific ramifications of technological developments in education. The course will provide a foundation in educational technology to help navigate and lead in the rapidly changing educational environment.

SOE541: Legal Issues in Higher Education

Credits 3

This course explores the legal issues affecting higher education. While the course will explore a board array of legal areas, it will focus primarily on student affairs profession. The course allows educators to learn about law and legal research.

SOE545: Foundations in Higher Education

Credits 3

This course will explore the philosophical perspectives that shape higher education. Particular attention will be paid to the history of higher education and the shifting focus on who is served, what is instructed and how success is measured.

SOE555: Diversity Multicultural Views Ed

Credits 3

The course will examine how students in the school setting are impacted by issues related to race, diversity, and equity in modern society. This course encourages sensitivity to help learners take an unbiased look at many different cultural groups, and how using both culture and student experiences in the learning environment will help students achieve at the highest level. It will explore cultural assumptions, attitudes, and values that shape our perceptions and predicate our actions. Learners will gain an appreciation and understanding of diversity and how to identify effective practices and teaching styles to use to foster learning. Those who participate in this course will come to appreciate the importance of an equitable education for all children.

SOE599: Independent Study

Credits 3

Independent study offers an opportunity to explore an area of study not included in the catalog listing of approved courses. The topic of an Independent Study should be selected and carefully designed by the student and faculty sponsor and must meet with the approval of the Director and the Dean or their designee no later than the end of the add/drop period of the term in which the Independent Study is to occur. Normally, the student will be expected to have a cumulative grade point average of 3.50 and possess the appropriate background and interest to pursue the proposed area of study. A “Proposal for Independent Study” form may be obtained from the Registrar’s website.

SOE601: Authentic Leadership

Credits 3

This course prepared students to become leaders in educational settings by examining one’s personal leadership development. Students will explore leadership theory through a series of self-reflective activities that will be applicable to their proposed educational settings.

SOE611: Action Research III

Credits 2 3

This course is designed to assist educators to implement a comprehensive action research process in the context of a specific educational setting. Students will utilize the tools developed in Action Research II to collect data. Prerequisite: SOE512 and IRB proposal approved.

SOE612: Action Research IV

Credits 3

This course is designed to assist educators to complete the Action Research project, including data analysis, documentation, and presentation. Can be retaken one time to complete the project.

SOE621: Universal Design for Learning

Credits 3

This course focuses on the application of Universal Design for Learning (UDL) principles, which emphasize the use of multiple means of representation, expression, and engagement during lesson development in order to effectively reach the widest possible number of students from the outset, rather than through individual "retrofits" of instruction and assessment. Participants will learn to transform assessments and instruction using tools and strategies that make curricular access for all students a reality.

SOE625: Data Driven Decision Making

Credits 3

This course examines the impact of current trends of data driven decision making as a national and state level movement. Students will critically analyze the strengths and limitations of standardized testing and of competency/performance-based assessments. Students will examine, explore, analyze, and utilize student’s/learner’s data to guide decision making and reform efforts in an educational setting.

SOE627: Educational Leadership

Credits 3

This course provides educators with an exploration of the systems and structures in a K-12 school system. Students will examine the purpose of mission, vision and core values, the role of responsive leadership, and the diversity and complexity of stakeholders. Educators will ultimately identify a critical systemic concern and develop a detailed strategic plan.

SOE641: Princ & Pract Student Affairs

Credits 3

This course provides an introduction to student affairs in higher education. It examines the student affairs professions in the effects these roles have on the development of diverse student populations.

SOE699: Practicum in Educational Leadership

Credits 1 3

Practicum in Educational Leadership (1-3 credits). The practicum creates an opportunity for a student to immerse oneself into an authentic situation in which to gain valuable career experience. Each credit is approximately 40 hours. Can be taken multiple terms.