Education, Democracy & Social Change

Education, Democracy & Social Change Cluster

The Education, Democracy, & Social Change cluster is committed to engaging in learning and work that values equity, inclusivity, and social justice. We believe in the power of education to cultivate the critical reflection and engaged citizenship needed to sustain democracy. We advocate for, and collaborate with, children, families, and communities, to promote the well-being of all members of our society.

Real-World Cluster Project

Developing Healthy, Contemplative Communities

More than 60 Plymouth State students from 10 different disciplines worked with real estate, investment, and small business professionals.

The Problem

Greater awareness of contemplative practices is needed to promote purposeful living, reduce suffering, and increase joy.

Awareness of the Issue

Students engage in contemplative inquiry through coursework and organizations, by creating campus contemplative spaces, and by responding to community input.

Collaborative Team Projects

The Arts & Technologies; Health & Human Enrichment; and Education, Democracy & Social Change clusters all contribute to this project.

Proposal Presentations

Integrated coursework and community engagement offers real-world experience and supports students’ academic and residential lives.

Improved Outcomes

Strengthened ties between PSU and local, national, and international contemplative and wellness organizations are providing students with new opportunities.

Undergraduate Degree ProgramsGraduate Degree ProgramsMinors/CertificatesCluster Projects

GLOBAL TOURISM

Undergraduate

Afterschool Professional Certificate

“Afterschool” encompasses most organized out-of-school programming for school-age children (ages 4-18), including before-school hours, traditional afterschool programming, summer programs, and weekend/vacation programs.

Afterschool Professional Certificate

17 credits

Requirements

Credits

CD 1000 Children and Youth in Schools and Community 3
CD 2360 Foundations of Diversity (DICO) 3
CD 3300 Creating Positive Learning Environments for
Children
5
CD 4050 Leadership and Advocacy for Youth 3
ED 2350 Child and Youth Health and Development in
Context (WECO)
3

*All course information is from the 2018-2019 Academic Catalog.

Applied Linguistics Minor

Applied Linguistics Minor

Are you interested in languages?  Do you enjoy talking and thinking about languages?  Do you find the origins and components of languages interesting?  Do you want to know more about how people learn languages?  If so, the minor in Applied Linguistics might be right for you.

What is Applied Linguistics?

Applied Linguistics is an interdisciplinary field that identifies and investigates language-related questions in the real world, with connections to academic fields such as education, psychology, computer science, anthropology, and sociology.

What is the Applied Linguistics Minor?

The PSU Applied Linguistics Minor consists of five classes (15 or 16 credits). Courses explore language education, language acquisition, language in society, language assessment, language policy, the historical development of the English language, cross-cultural communication and multilingualism.

Requirements

15-16 credits

Credits

LL 2000 Introduction to Language and Linguistics (QRCO) 3
LLDI 2950 Language Acquisition (SIDI) 3
LL 3500 Research in Applied Linguistics 3
Complete two of the following; one course must be taken at the 4000 level: 6 or 7
LLDI 2020 Queer Language, Culture, and Identity (DICO) (SSDI)
LLDI 2450 Creating Language (CTDI)
LLDI 2500 The History of the English Language (PPDI)
LL 4100 TESOL Methods and Practice
LL 4300 Literacy in Language Learning

*All course information is from the 2018-2019 Academic Catalog.

Applied Linguistics Minor Course Descriptions

The interdisciplinary nature of Applied Linguistics makes this minor particularly well-suited for a student majoring in Education, English, Sociology, Psychology, Anthropology, Languages, Computer Science, and Communications.

The Applied Linguistics minor is open to any undergraduate student at PSU. You don’t need to know a language other than English, or to be good at learning languages, to study Applied Linguistics.  Applied Linguistics is a practical field; students acquire and practice a broad range of cross-disciplinary skills, such as critical analysis of research studies, research design and implementation, field observations, and clear communication of ideas both orally and in writing.

Questions?

Please contact:
James Whiting, Ph.D.
Professor of Applied Linguistics
Coordinator of Graduate TESOL Program
jcwhiting@plymouth.edu
(603) 535-2370

Teaching English to Speakers of Other Languages (TESOL) Minor & Certificate

Teaching English to Speakers of Other Languages (TESOL) Minor & Certificate

Who is the TESOL Minor or TESOL Certificate for?

Are you interested in other cultures?  Would you like to teach? Are you interested in languages?  Are you interested in living overseas? Or, does the idea of working with new arrivals to the United States sound exciting?  If the answer to any of these questions is yes, then you should consider minoring in TESOL or completing the TESOL certificate.  You don’t need to already know a language other than English, or to be good at learning languages, to minor in TESOL or to complete the TESOL certificate.

What’s TESOL?

TESOL stands for Teaching English to Speakers of Other Languages.

At Plymouth there are two ways for undergraduates to study TESOL, the TESOL Minor or the TESOL Certificate.

What’s the difference between the TESOL Minor and the TESOL Certificate?

The TESOL Minor is 6 classes (19 credits) plus two semesters of a foreign language. To minor in TESOL you must be completing a teacher certification in your major. Students who minor in TESOL will get the New Hampshire Department of Education TESOL K-12 teaching license/endorsement.

Corequisite: an approved Teacher Certification program

Requirements

19-27 credits

Credits

TE 2000 Introduction to Language and Linguistics (QRCO) 3
TEDI 2950 Language Acquisition (SIDI) 3
TE 3300 Foundations of Multilingual Multicultural Studies (DICO) 3
TE 4100 TESOL Methods and Practice 4
TE 4300 Literacy in Language Learning 3
TE 4820 Language Assessment 3
Two semesters of one foreign language at the university level or equivalent 0-8
TE 4100 requires a 30-hour field experience.

*All course information is from the 2018-2019 Academic Catalog.

TESOL Minor Course Descriptions.

The TESOL Certificate is 5 classes (16 credits). For the certificate you do not need to complete two semesters of a foreign language. The certificate in TESOL is open to any undergraduate major, and certificate credits may be applied to any undergraduate degree program. The TESOL Certificate does not lead to the New Hampshire Department of Education TESOL K-12 teaching license/endorsement.

Requirements

16 credits

Credits

TEDI 2950 Language Acquisition (SIDI) 3
TE 3300 Foundations of Multilingual Multicultural Studies (DICO) 3
TE 4100 TESOL Methods and Practice 4
TE 4300 Literacy in Language Learning 3
TE 4820 Language Assessment 3
TE 4100 requires a 30-hour field experience.

*All course information is from the 2018-2019 Academic Catalog.

TESOL Certificate Course Descriptions

Gainful Employment Disclosures

What are the classes like?

Both the TESOL Minor and the TESOL Certificate prepare students to teach English language learners (ELLs) of different ages and abilities. All classes are practical and hands-on. Students learn how to effectively communicate with and teach multicultural, multilingual  learners. Specific classes include the theories of second language acquisition, the use of technology in the language classroom, and assessment and literacy for ELLs.  Schedule of TESOL Minor and Certificate classes

Why study TESOL?

There is a growing need for teachers and para-educators trained in working with students who don’t speak English. The TESOL Certificate and the TESOL Minor train prospective teachers to meet this growing demand for ELL teaching positions in the United States and overseas. All classes are taught by professors who are trained, licensed and experienced English language  teachers themselves.

General Education and the TESOL Minor and TESOL Certificate:

The TESOL minor includes three General Education courses, TEDI 2950 Language Acquisition (Scientific Inquiry Direction), TE 3300 Foundations of Multilingual Multicultural Studies (Diversity Connection), and TE 2000 Introduction to Language and Linguistics (Quantitative Reasoning, for some majors).

The TESOL certificate includes two General Education courses, TEDI 2950 Language Acquisition (Scientific Inquiry Direction), and TE 3300 Foundations of Multilingual Multicultural Studies (Diversity Connection).

Visit the Online Learning page for more information.

Visit the College of Graduate Studies M.Ed. in TESOL page.

Read through the TESOL Informational Brochure to find out why you should study TESOL at the graduate level.

Find Plymouth TESOL on Facebook.

Other questions about TESOL at Plymouth?

Please contact:
James Whiting, Ph.D.
Professor of Applied Linguistics
Coordinator of Graduate TESOL Program
jcwhiting@plymouth.edu
(603) 535-2370

Graduate

Certification only English Education Option

National Writing Project Teacher Consultant

Online Instructional Design

Teaching English to Speakers of Other Languages (TESOL) Education K-12 Certification

Plymouth Partners: Working Together To Improve Work-related Skills of Students With Disabilities
Project Submitter
Ann Berry, Pam Anneser & Roy Stever

Project Description: The Plymouth Partners Project would expand an existing partnership between Plymouth Regional High School and Plymouth State University. PSU undergraduate students engaged in a graphic design course called AG3550 PSU School Design Company, taught by Dr. Pam Anneser, will work with Matt and his students to create a name, logo, business card and trifold brochure. This will enable Matt to leave contact information and information about the services his students can provide with potential clients. PSU Student Design Company takes on several projects like this each year and students utilize their graphic design skills in real world-situated projects. Pam has agreed to involve her students in the Plymouth Partners Project starting in January of 2017. Following the design of a logo, slogan, and informational materials, the PSU Print Depot will be used to engage PSU students in the printing of about 125 brochures. Outside venues have been recommended for the printing of the business cards as the Print Depot does not currently offer that service. Matt will locate additional appropriate organizations and businesses to engage his students using the promotional and information materials created through this Cluster project. Ann Berry will assist the project by coordinating the efforts between project partners and being a liaison for PSU faculty and students, PRHS, and outside organizations and businesses. This may involve some minimal travel.

In addition, this spring, or possibly next fall, PSU Business and Marketing undergraduate students in either the BU3460 Small Business Marketing and Operations, BU3380 Business Innovation, or BU3040 Special Topics/Marketing course, taught by Roy Stever, will be involved and work with Matt and his PRHS students to develop a marketing plan. The aim will be to promote and expand the services that the PRHS students with disabilities provide to other regional organizations and businesses. Following the development of a marketing plan, revisions to the business cards and brochures will be made by the Student Design Company to incorporate additional ideas and emphasis from the marketing plan. Pam and Roy have jointly worked on similar projects in the past involving PSU marketing and graphic design student collaboration. At this point an additional run of the revised business cards and brochures will be printed. Matt, guided by the marketing plan, will continue to seek out organizations and businesses that align with his vision of involving his students with disabilities in job-related tasks. The potential for the number of community partners involved with this project will continue to grow. Ann Berry, and MEd Special Education students as part of a ED 6900 Capstone project, will assist by coordinating the efforts between project partners. Ann will continue to serve as a liaison between PSU faculty and students, PRHS, and outside organizations and businesses. This may involve some minimal travel.

Peace Child
Project Submitter
Patricia Lindberg
plindberg@plymouth.edu

Project Description: Peace Child is an interdisciplinary project combining elements of music, movement, theatre, visual arts, education and social change. Professors Lindberg, Waltman and Lind will work with PSU Graduate Students in Integrated Arts, School Counseling, School Psychology, and Education, and undergraduates in Education and Social Work, as well as the Plymouth Parks and Recreation Department, the Flying Monkey Performance Center and Movie House, 35 children in grades 3-8 from the Plymouth area and the Kids4Peace Organization to realize this proposal.

The purpose of the project will be to explore concepts of peace and different ways to develop bridges to peace and understanding between three different religions (Christianity, Judaism and Muslim) through a series of interactive interpersonal activities and the producing of an original musical theatrical performance directed by Professor Lindberg. Peace Child will incorporate music created and taught by William Ogmundson, movement choreographed by Darren Biggart, and artwork developed and facilitated by Timm Judas and Stacey Lucas, as well as the writings of hundreds of children throughout New Hampshire. The PSU professors, guest artists and the Kids4Peace staff will be assisted in their efforts by Integrated Arts, Education, Counselor Education and School Psychology, and Social Work majors through coursework and elected participation in the Cluster project.

Plymouth State University Workshop Series
Project Submitter
Christina Flanders
caflanders1@plymouth.edu

Project Description: The proposed project is the creation of a workshop series with topics covering a range of interests to school-related professionals. One goal of the workshop series will be to increase our programs’ ability to provide professional development opportunities to our current site supervisors at no or minimal cost and to other school professionals for a nominal fee (less than a typical professional development fee). Undergraduate and graduate students from our university could attend at no cost. The series will be presented in both Plymouth and Concord locations on Fridays starting spring 2017 and over the course of the 2017-2018 school year. Preliminary surveys have been collected from over 200 school professionals, largely school counselors and school psychologists, which have identified several topics of high interest. These topics will be covered first and can be presented by our PSU faculty and graduate students.

A Linked Learning Community investigation of Individual Experiences of the Holocaust
Project Submitter
Brandon Haas
bjhaas@plymouth.edu

Maria Sanders
msanders1@plymouth.edu

Project Description: Students will travel to Boston for a daytrip in order to engage in an experiential study of the content and processes of their First Year Seminar/Thinking for Yourself Linked Learning Community Course. This trip will allow students to engage in conversation with a Holocaust Survivor through collaboration with Facing History and Ourselves, an educational non-profit in Brookline, MA. Following this meeting, students will travel to the Pucker Gallery where the gallery owner will facilitate a discussion of the artwork of Samuel Bak, a survivor or the Holocaust and world-renowned artist. Students will then have the opportunity to view and analyze the Bak collection as they investigate the role of art and survivor testimony in the legacy of learning about the Holocaust.

Through this project, students will engage deeply with the content of the linked courses as they consider how the various elements of testimony and art contribute to the legacy of the Holocaust.

From Refugee Camp to Project
Project Submitter
Amanda Whitworth
aewhitworth@plymouth.edu

Lenore Sousa
lsousa@plymouth.edu

Project Description: This project serves as a model/pilot program of collaboration between Plymouth State University Dance Division and General Education Creative Thought Directions and the Arts Alliance of Northern New Hampshire that focuses on creativity and identity. It engages students in both higher education and k-12 public schools in dance performance/lecture/class with professional artists.It is built around the teaching and performance opportunities created by New England Foundation of the Arts artist, hip hop dancer, choreographer and theater artist Sokeo Ros. He excels at an urban art form that our rural students generally encounter only through digital media. And his personal and artistic story is that of a refugee whose family fled genocide in Cambodia, survived in a refugee camp and made their way to America to start a new life. From Refugee Camp to Project is Sokeo’s one man show (and also the title of this project) that tells the story of an individual who survived the refugee camps, thus making it to the United States where he lived in a low income neighborhood that was filled with gangs, poverty and violence.