Students in the educational leadership program are strongly encouraged to take this course first in the educational leadership course sequence. Roles and functions of administrators in elementary and secondary schools will be addressed. A variety of theories will be analyzed and applied in the context of the dynamic milieu, personal and group biases, and the multivariate issues facing organizational life in schools.
This course is designed for students in the Educational Leadership and Counseling programs. Students will gain knowledge of statistical concepts, including reliability and validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Each student will develop a complete proposal for a program in their profession, including a needs assessment, data collection design, review of related literature, and plans for implementation and evaluation.
The development of school budgets that support the planning processes within a school setting will be covered. Other relevant topics will include cost effectiveness, revenue sources, communication with the public, capital projects, state and federal programs, using the budget to promote excellence in the schools, and principles and practices in collective bargaining. Prerequisite: AD 5010 or EP 7020.
The purpose of the practicum is to provide students with meaningful field-based experiences that focus on the role of a school administrator. This is a collaborative, 300-hour supervised experience intended to support students in applying the knowledge, skills, and understandings they have gained throughout their principal certification program. Supervision of the practicum is the responsibility of two individuals: the university instructor, a Plymouth State University faculty member; and the site supervisor (or mentor), a school administrator currently holding principal certification. Attendance at three seminar sessions is required during the practicum. The seminars, combined with the field experience, focus on current issues in the students' practicum sites and specifically on issues of the principalship. This is a capstone course, as such all courses in the student's curriculum requirements are prerequisites to this course.
This course will provide the opportunity to develop an in-depth understanding of the correlative roles of children's holistic learning, artistic growth, and development, which will provide the foundation for the study and application of constructivist and learner-centered approaches to instructional planning and dialogic pedagogy applied to art education. Study will encompass content of undergraduate courses AE 2000 and AE 3050, and extend to an applied research project and expanded theoretical reading in art education. Readings, research, discussion, studio production, and classroom observations will provide the framework for the study of art education as a discipline incorporating studio production, aesthetics, art history, and criticism. Art materials health and safety regulations will be examined. A 20-hour school observation component is required. Offered Fall term only.
The culminating public school field-based teaching experience for MAT Art Education majors that fulfills the Internship in Teaching requirements for New Hampshire K-12 teacher certification in art education. The internship is a continuous, full-time (five days per week) experience at both elementary and secondary levels during which, after a period of structured observation, students gradually assume responsibility for a full range of visual art teaching activities encountered in a school situation, thereby demonstrating the appropriate professional skills and attitudes essential for successful teaching of diverse populations of students. The internship is conducted under the supervisory guidance of certified K-12 school art faculty and PSU Art Education University Supervisors. Required seminars complement the experience. Falls and Springs. Prerequisite: Completion of all course requirements for the MAT in Art Education. All the policies related to the undergraduate and graduate field experience apply to this course.
PRIOR TO REGISTERING, students must be scheduled to attend Seminar One with the Office of Educator Preparation (psu-oep@plymouth.edu) and contact Jason Swift (jaswift2@plymouth.edu), Coordinator of the Art Education program, to discuss course requirements and arrange meeting dates and times. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
This course builds on adult learning theory and examines the role of the instructor as the facilitator of learning. Major focus is on incorporating strategies for encouraging active learning, collaboration, self-directed learning, and self assessment by learners into a variety of learning situations. Class participants will be involved in demonstrating teaching methodologies and receiving feedback from group members.
A review of theory and research findings in the field of organizational behavior, with emphasis on applications by practicing managers. Topics to be covered include perception, motivation, leadership, communication, group dynamics, conflict management and organization theory. Pedagogical techniques include case analysis, presentations, role plays and other experiential activities. Prerequisite: Common Professional Component (CPC) competencies in Business Ethics, Business Policies, and Legal Environment.
A review of theory and research findings in the field of organizational behavior, with emphasis on applications by practicing managers. Topics to be covered include perception, motivation, leadership, communication, group dynamics, conflict management and organization theory. Pedagogical techniques include case analysis, presentations, role plays and other experiential activities. Prerequisite: Common Professional Component (CPC) competencies in Business Ethics, Business Policies, and Legal Environment.
A complete corporate financial management course. Content covers the classic areas of valuation, capital structure and budgeting as well as more specialized financial topics. Online version incorporates online course materials and exercises. Prerequisite: BU 5190 and Common Professional Component (CPC) competency in Business Finance.
Budgetary accounting and cost accounting including profit planning and control systems, budget process, cost systems, and their managerial applications. Prerequisite: Common Professional Component (CPC) competency in Accounting.
Budgetary accounting and cost accounting including profit planning and control systems, budget process, cost systems, and their managerial applications. Prerequisite: Common Professional Component (CPC) competency in Accounting.
Today's business climate demands managers who can make decisions involving the best use of an organization's scarce resources under conditions that change rapidly. This course demonstrates the power of problem-solving insights and uses a cross-functional approach. Topics to be covered include strategic pricing using game theory, forecasting techniques and demand estimation, cost analysis, linear programming and optimization under various market structures. Prerequisites: Common Professional Component (CPC) competencies in Economics and Quantitative/Statistics.
A basic understanding of legal problems is expanded, analytical ability is developed, and an awareness of the presence of legal problems that surround the businessperson is explored. Freedom of choice, taxation, stockholder status, acquisitions and divisions, antitrust, employment, administrative law, and bankruptcy are covered as time allows. Prerequisite: Common Professional Component (CPC) competency in Legal Environment.
This course centers on how organizations collect, record, process, and store accounting information and data. Topics include information systems concepts, transaction cycles and processing, flowcharting, data flow diagramming, XBRL, e-business and ERP systems, computer fraud and IT security, internal controls, auditing with AIS, and ethics.
Social media is not a fad. The Internet has forever changed the way humans communicate. Web-based social media outlets are woven into the fabric of our lives; directly and indirectly. For businesses, social media presents strategic opportunities and challenges related to product offerings, promotion, pricing strategies, delivery of products or service, as well as presentation of brand. Through this course students will: (1) Gain a strong understanding of the current face look of social media; (2) Develop the ability to stay up-to-date as social media evolves; and (3) Learn how businesses can successfully leverage social media techniques to achieve strategic objectives. Prerequisite: Common Professional Component (CPC) competency in Marketing.
This course serves as the introduction to the graduate Health Care Certificate program. In this course students will be able to recognize and discuss the basic components of the United States health care system by learning various aspects of the industry, global alternatives and how a multitude of internal and external factors impact and shape our delivery system. Topics will be supported by information in text books, articles and web sites. Students will use this material in preparation for written essays, presentations and classroom discussions.
This course is specifically designed for graduate students enrolled in the Health Care Administration Certificate Program and/or an MBA with a health administration specialty. This course will focus on: The principles and theories of law as it relates to health care delivery; health care management and administration; examination of the applications of laws in relation to health care liability prevention and risks facing administrators, managers and practitioners. Common Professional Component (CPC) competencies in Business Ethics and Legal Environment.
This course presents an in-depth review of the financial management of health care organizations. This includes but is not limited to: budget formulation process specific to health care delivery systems, funding sources and payment methodology, managing working capital and capital budgeting, the unique characteristics of non-profit organizations, and financial analysis of such organizations. Students will also do case study analysis in the previously mentioned topics. Prerequisites: BU 5190 and Common Professional Component (CPC) competency in Business Finance.
This course takes a comprehensive look at a broad range of technologies used throughout the health care industries and continuum of care. This includes and not limited to, Medical Informatics, Administrative Applications, Medical Office Automation, Telemedicine and Electronic Medical Record. The course will also cover technology in Surgery and informational resources access and use.
This course will be a seminar style presentation of current health care topics. This will be an integrative course which incorporates all previous coursework into a cohesive body of knowledge. The topics will include but will not be limited to: health care policy, quality initiatives, marketing in health care, current issues within Medicare and Medicaid, strategic decision making and public health. Prerequisites: BU 5410 and BU 5430.
Examination of the nature and structure of decision-making in the midst of uncertainty. Formal techniques for measurement of risks and rewards are applied to case studies based chiefly on production systems. Concludes with a survey of current techniques for operations analysis, planning and control. Prerequisites: Common Professional Component (CPC) competencies in Management and Quantitative/Statistics.
Examination of the nature and structure of decision-making in the midst of uncertainty. Formal techniques for measurement of risks and rewards are applied to case studies based chiefly on production systems. Concludes with a survey of current techniques for operations analysis, planning and control. Prerequisites: Common Professional Component (CPC) competencies in Management and Quantitative/Statistics.
The objective of this course is to help students develop a broad understanding of marketing techniques, strategies and tactics employed by the marketing manager. This course will cover the use of the 'marketing mix' elements as they pertain to the planning and implementation of the marketing plan. Prerequisites: Common Professional Component (CPC) competencies in Management and Marketing.
From a decision-makers point of view, students will participate in a seminar involving middle and upper-level managerial responsibilities, as well as discussions concerning 'state-of-the-art' methodologies appropriate to all levels of management. Case studies and group projects will be combined with informal lectures and discussions involving such areas as strategic planning, action planning techniques, policy-making, managerial ethics, decision-making methods, control systems and the integration of all resources for optimum performance. Prerequisites: BU 5190, BU 5120, BU 5210 and Common Professional Component (CPC) competency in Economics.
It is a small world, and getting smaller fast. An understanding of the complex managerial dimensions of world trade and international business is now an expected part of an MBA?s intellectual inventory. This International Business course provides an opportunity to develop the understanding through readings, and through case studies. An individual term project will give students an opportunity to bring global thinking to bear on current issues in a company, country, or region.
This course challenges women to consider the cultures, climates and contexts that limit and support their capacities as leaders. Students will explore personal leadership styles, characteristics of effective leaders, and strategies for developing themselves as leaders.
This is a residential course packaged with an additional meals and room fee of $280. Students must register by 11/6/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, OH-5820.WV (CRN:10133).
This instructional technology course is designed to provide technology educators, School Media Specialists, K-12 educators, and administrators with an understanding of ways current and emerging technologies can be used to facilitate teaching, learning, and managing instruction. Discussions will focus on issues, trends, and current uses of technology in K-12 education. Sessions will focus upon gaining experience integrating digital technology within the Common Core Standards, evaluating web 2.0 tools, exploring video resources, and designing technology enhanced lessons utilizing digital storytelling for K-12 curriculum integration.
This instructional technology course is designed to provide technology educators, School Media Specialists, K-12 educators, and administrators with an understanding of ways current and emerging technologies can be used to facilitate teaching, learning, and managing instruction. Discussions will focus on issues, trends, and current uses of technology in K-12 education. Sessions will focus upon gaining experience integrating digital technology within the Common Core Standards, evaluating web 2.0 tools, exploring video resources, and designing technology enhanced lessons utilizing digital storytelling for K-12 curriculum integration.
This course is designed to investigate the principles of assessment educational technology that relate to the design, development, and assessment of electronic portfolios. Students will learn about the history, types, components, process, delivery, presentation, and assessment of electronic portfolios. Student will be expected to define the assessment approach, construct an electronic portfolio, and collaboratively design assessment tools that will be used to evaluate electronic portfolios. Additional areas of study in the course may include the influence of educational policy on the implementation of electronic portfolios, the role of the electronic portfolios in professional development and recertification, or innovate technologies used in electronic portfolio development.
Designed to allow students to pursue, in depth, a personal interest in the field of educational computing. Students working with a faculty advisor will design and carry out an individual project that applies the knowledge and skills gained in the classroom to a real problem in their home district. Projects, which will vary with individual student interest, may consist of original research, curriculum development, programming original courseware, etc.. The final report must be approved by the faculty advisor. Offered according to demand. Prerequisite: ED 5030.
Permission of Advisor needed prior to registering. PRIOR TO REGISTERING, students must schedule a meeting with Sharon Silva, Advisor/Coordinator of the ETI Program (smsilva@plymouth.edu). A meeting may also need to be scheduled with a representative from the Office of Educator Preparation (kvestal@plymouth.edu) for Seminar One. Contact instructor (krkapp@plymouth.edu) to discuss course requirements. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
The teaching internship is to provide the student with a supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is by the institution or agency concerned and by PSU faculty.
*Permission of Advisor needed prior to registering.* PRIOR TO REGISTERING, students must schedule a meeting with Sharon Silva, Advisor/Coordinator of the ETI Program (smsilva@plymouth.edu). Students must also have a Placement Confirmation Form on file and may need to attend Seminar One with the Office of Educator Prepartion (psu-oep@plymouth.edu). Please contact instructor (krkapp@plymouth.edu) to discuss course requirements.
The course examines the foundational ethical, legal, professional identity, cultural competency and professional issues in couples and family therapy. It emphasizes the importance of self-awareness and its relationship to effective couples and family therapy. This course will review foundational concepts of systemic theory and their application to the professional identity of marriage and family therapists. Required course for MS in Couples and Family Therapy. Professor permission required for students not matriculated into the counselor education and school psychology department.
Examines moral dilemmas manifest in modern criminal justice. Theoretical models of ethical reasoning, to include but not limited to utilitarianism, deontology, virtue, and peacemaking, are used to analyze professional discretion and the administration of justice. Special attention is paid to the tension between crime control and due process.
This course provides a survey of the ways criminal justice practitioners use data and scientific methods to inform their practice. Emphasis is placed on practical applications used in policing, corrections and the courts. Topics include crime analysis, applied research, evaluation research, performance measurement and statistical reporting. Prerequisite: Undergraduate research methods and introductory statistics courses or demonstrated competency in social science research methods and statistics.
This course examines the foundations of the counseling profession including ethics, advocacy, professional identity, and cultural competence. It emphasizes the importance of self-awareness and its relationship to effective counseling. Prerequisite: Matriculated in Counselor Education program or permission of the instructor.
The course is designed to help students develop basic counseling skills. Through role play, practice interviews, and tape transcriptions, students will have the opportunity to learn and practice basic counseling skills. The relationships among theory, case conceptualizations, and counseling interventions will be examined. Ethical and culturally responsive practices will be emphasized. Prerequisite or corequisite: CO 5010 or SY 6010.
Provides opportunities for students to understand school counselors' roles and responsibilities. Students will understand the development, organization and administration of comprehensive guidance and counseling programs. Also focuses upon decision-making within a legal and ethical context, cultural diversity and contemporary issues facing school counselors. There is a 20-hour pre-practicum field experience as part of this course. Prerequisite or corequisite: CO 5010 or SY 6010.
Recognizing that social behavior occurs within an intercultural context, Counselor Education, Couples and Family Therapy, and School Psychology students will develop the basic knowledge foundations necessary to understand and influence social behavior in a diverse society. Texts, readings and learning modules have been chosen and/or designed to facilitate the student's ability to understand the nature of social behavior cross culturally.
Please note that this course is cross-listed with GR, EL-5000 (CRN: 10043).
This course is designed to familiarize students with a variety of research principles, ethical and legal considerations, research design, methodologies of research, data analyses, and principles of program evaluation. In addition, students will be able to critically evaluate research literature, understand basics of writing a literature review, and principles outlined in the Publication Manual of the American Psychological Association. As a result, students will be prepared to understand available research, act on that knowledge in being discriminate evaluators of research and in being able to design research projects. Prerequisites or corequisites: CO 5010 or SY 6010.
This course is a 100-hour field-based experience that focuses on developing competency in basic helping skills. Students will complete field experiences in approved community sites appropriate for their concentration and participate in group seminar as well as in required on-site and university supervision. Successful completion of at least 100 hours of field work, including 40 hours of direct service to clients and successful completion of the practicum course is required to be eligible for internship. Prerequisites: Completion of all courses in program contract and submission of Intent to Enroll form by departmental deadline.
This course is a 100-hour field-based experience that focuses on developing competency in basic helping skills. Students will complete field experiences in approved community sites appropriate for their concentration and participate in group seminar as well as in required on-site and university supervision. Successful completion of at least 100 hours of field work, including 40 hours of direct service to clients and successful completion of the practicum course is required to be eligible for internship. Prerequisites: Completion of all courses in program contract and submission of Intent to Enroll form by departmental deadline.
This clinical experience is a capstone course for those enrolled in the eating disorders certificate program. Students will be able to choose a focus on awareness and prevention, and education experience or a clinical experience working in an eating disorders treatment facility for 120 hours. Prerequisite: 12 credits of eating disorders certificate program. Also presented as HL 5150.
Students must contact instructor (margaret@plymouth.edu) to arrange meeting dates and times by 8/15/15. Please note that this course is cross-listed with GR, HL-5150 (CRN: 10131).
The focus of the course will be on increasing the student's knowledge of awareness, education, prevention and treatment of eating disorders. Discussion will include diagnostic classifications; causes of eating disorders; history, prevalence and treatment approaches to eating disorders; a discussion of a wellness/holistic approach to medical, nutritional and psychological therapies; special populations, i.e., women, children, males, athletes; prevention programs; resources; the latest research and information on becoming a coordinator of Eating Disorder Awareness and Prevention Week. Also presented as HL 5160.
This is a residential course packaged with an additional meals and room fee of $263. Students must register by 8/20/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5160.WV (CRN: 10127), HL-5160.WV1 (CRN: 10128), and CO-5160.WV1 (CRN: 10130).
The focus of the course will be on increasing the student's knowledge of awareness, education, prevention and treatment of eating disorders. Discussion will include diagnostic classifications; causes of eating disorders; history, prevalence and treatment approaches to eating disorders; a discussion of a wellness/holistic approach to medical, nutritional and psychological therapies; special populations, i.e., women, children, males, athletes; prevention programs; resources; the latest research and information on becoming a coordinator of Eating Disorder Awareness and Prevention Week. Also presented as HL 5160.
This is a commuter course packaged with an additional meals-only fee of $125. Students must register by 8/20/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5160.WV (CRN: 10127), HL-5160.WV1 (CRN: 10128), and CO-5160.WV (CRN: 10129).
This course will be an in-depth study of the dynamics of eating disorders followed by an overview of the dominant counseling approaches used in eating disorders treatment and management. The focus will include diagnosis, psychological assessments, psychotherapeutic and other interventions, as well as clinical issues encountered in treatment. Prerequisite: CO/HL 5160. Also presented as HL 5170.
This is a residential course packaged with an additional meals and room fee of $263. Students must register by 10/16/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5170.WV (CRN: 10123), HL-5170.WV1 (CRN: 10124), and CO-5170.WV1 (CRN: 10126).
This course will be an in-depth study of the dynamics of eating disorders followed by an overview of the dominant counseling approaches used in eating disorders treatment and management. The focus will include diagnosis, psychological assessments, psychotherapeutic and other interventions, as well as clinical issues encountered in treatment. Prerequisite: CO/HL 5160. Also presented as HL 5170.
This is a commuter course packaged with an additional meals-only room fee of $125. Students must register by 10/16/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5170.WV (CRN: 10123), HL-5170.WV1 (CRN: 10124), and CO-5170.WV (CRN: 10125).
This course will focus on nutritional education issues relevant to those interested in health and wellness for the general population, as well as those working with eating disorders clients. Discussion will include: basic concepts of nutrition science and nutritional needs, evaluation of weight management methods, investigation of food facts and fallacies, different diet plans, i.e. vegetarian, sports nutrition. Information will be presented on how the nutritionist, counselor or health educator applies nutritional information to their clients or students. The course will also include how to present information in nutritional counseling and education for the eating disorder client. Prerequisite: CO/HL 5160 or permission of instructor. Also presented as HL 5180.
Please note that this course is being held in Arizona and that the deadline to register is 10/16/15. This course is cross-listed with GR, HL-5180 (CRN: 10114).
The focus of the course will be to increase the student's knowledge of the effects eating disorders have on the body's medical systems and the physiologic function. Discussion will include diagnostic criteria and a multidisciplinary, integrative approach to assessment and management of each disorder. Emphasis will be placed on the evaluation of each body system, as well as prevention and treatment of medical complications. Prerequisite: CO/HL 5160. Also presented as HL 5190.
Please note that this course is being held in Arizona and that the deadline to register is 8/28/15. This course is cross-listed with GR, HL-5190 (CRN: 10116).
This course is designed to be a comparative and critical in-depth analysis of personality and counseling theories, including interrelationships, philosophical foundations, and practical application. Individual, familial, and systemic models are presented along with dynamics and issues that reflect cross theoretical perspectives. Students will be required to compare and contrast counseling theories and strategies, consider appropriate application of these strategies in diverse populations, and develop a personal model for providing help and facilitating behavioral change. Prerequisites or corequisites: CO 5010, CFT 5010 or SY 6010.
The course is designed to facilitate the learning of individuals who intend to work in professions related to wellness. The topic of death and dying will be addressed in a comprehensive way with an emphasis on the development of compassion for individuals and their life experiences. The course will also address the topic of living well and making choices that may increase happiness and decrease suffering. The course will offer students time to examine their own beliefs and understanding of death as well as learn how the medical profession and caring communities can assist those experiencing the dying process. The course will also offer readings and discussions that will help students to identify ways they would like to be living their own life with an emphasis on increasing their sense of wellbeing regarding their mind, body and spirit.
This is a residential course packaged with an additional meals and room fee of $280. Students must register by 10/23/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross listed with HH-5610, CRN:10083.
This course focuses on the role of the school counselor in special education and crisis prevention and intervention. Topics include special education processes, roles, laws, ethics, disability categories, the Individual Educational Plan (IEP), cultural factors, school learning, divorce, bullying, child abuse, death, illness, parents with disabilities, moving, school violence and disasters, suicide, substance abuse, homosexuality, adolescent parenthood, parent-adolescent crises, rape and sexual assault and eating disorders. Prerequisite or corequisite: CO 5010.
This course will examine models of crisis intervention and trauma treatment. Students will learn how to evaluate risk factors, how to determine and utilize resources, and how to apply treatment interventions. Prerequisite: CO 5010.
This course will examine the study of current therapeutic modalities essential in the treatment of substance use disorders. Current treatment modalities such as Contingency Management, Brief Interventions, Motivational Interviewing, and Cognitive Behavioral Therapy will be explored and provide students with the knowledge, skills, and sensitivity to practice in the area of addictions. Prerequisite: CO 5720.
Course provides a clear, balanced presentation of the psychology of abnormal behavior including current theoretical models, research, clinical experiences, therapies and controversies. Enables student to understand psychological/psychiatric disorders as discrete clinical conditions and to be able to apply differential diagnoses. Fall. Prerequisite: CO5010 or SY6010 or permission of instructor.
Personal, educational and career guidance and counseling experiences performed under supervision of a certified counselor and conducted in a public school setting. In addition to the required field experiences totaling 600 hours, students must attend seminar meetings on campus with fellow student interns and the Plymouth supervisor to exchange viewpoints and feedback. Designed to be the culminating experience in the Counselor Education program. Prerequisite: Completion of all required courses, school counseling and consent of instructor.
A 600-hour clinical counseling experience under supervision and conducted in a mental health counseling setting. Students must attend an on-campus seminar with fellow student interns that provides an opportunity for case presentation and professional development. Designed to be the culminating experience in the Mental Health Counseling concentration. Students must provide evidence of liability insurance. Prerequisites: completion of all required courses in the Mental Health Counseling concentration and consent of the Plymouth internship supervisor. Variable and repeatable.
Students are prepared with therapeutic skills and experience in implementing Child Centered theory in the play therapy process. Class format includes lectures, discussions, personal reflection, skill development and videotape of a session demonstrating skills for group supervision.
Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
A course for teaching/administrative practitioners in which a local educational problem is examined from the standpoint of how it can best be studied and solved. A blueprint for solving the problem is prepared including: statement and purpose, scope, assumptions/hypotheses, limitations and essential definitions. Course culmination will include collection of data, analysis of that data, conclusions and recommendation preparation that follow appropriate form and style.
Supervised internship in the development of a first-teaching field under the mentorship of an assigned faculty member. Development of a learning framework for teaching at the post-secondary level with attention to models of instruction, learning styles and needs of the college student and non-traditional learner. Presentation of course syllabus, course topics and concept lectures, course projects, tests and related materials. May be repeated with permission of instructor. Fall and offered on demand.
Please contact instructor (eggruner@plymouth.edu) to discuss meeting dates and location.
A research project that requires students to demonstrate the ability to synthesize salient elements from the core, professional and specialty areas. In essence, the student's research should be the natural result of the focus and direction of planned study. The project should emanate from the area of specialization and incorporate relevant concepts learned through coursework and experience. Using sound research practices, a student should illustrate ability to interpret, reflect, summarize and conclude. The written product of this effort will be defended in a seminar before faculty and the student's peers. Students should contact the advisor to plan for this project. Topic approval is needed from the advisor and the Associate Vice President for Graduate Studies. Offered according to demand.
Please contact instructor (garyc@plymouth.edu) to arrange individual meeting times. Taken as the capstone experience of the Master of Education in Instrumental Music, this course enables the student to undertake research intended to solve a problem or fortify an area of expertise that relates directly to their teaching effectiveness. An approved "Individual Research in Education" form must be on file prior to registering (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
Student teaching for students in the Master of Education Elementary or Secondary Education programs. Students must have all course work for the degree, including any required undergraduate prerequisites, completed before taking this course.
PRIOR TO REGISTERING, students must schedule a meeting with a representative from the Office of Educator Preparation (psu-oep@plymouth.edu) for Seminar One, and contact Mary Ann McGarry (mmcgarry@plymouth.edu) to discuss course requirements and arrange meeting dates and times. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
This course is for students admitted into the Arizona cohort ONLY! Students registering for this course must also complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
This course is for students admitted into the Masters of Education program with an Adventure Education or Experiential Education concentration ONLY! Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
This course is for students in the Elementary Education program ONLY! Students registering for this course must complete a Graduate Capstone form (https://www.plymouth.edu/graduate/academics/forms/#miscellaneous-forms).
Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior.
Please note that this course is cross-listed with GR, CO-5040 (CRN: 10042).
Provides the pre-service elementary education classroom teacher with knowledge of theories of children's growth and development for the purpose of building capacity for developmentally appropriate decision-making ('habit of mind') throughout the career. Examines the characteristics and needs of children, and the multiple interacting influences and the interrelated domains of development - physical, cognitive, social, emotional, linguistic, and aesthetic. Reviews child development knowledge base, research, and theoretical perspectives. Introduces a multitude of means for assessing children's growth and development in schools, including, but not limited to: observation and record keeping, informal and formal classroom assessments, district-wide standardized test data, interviews with families and/or caregivers, children's self-assessment, and testing done to determine the presence or absence---and nature of---an "educationally handicapping condition", as defined by federal special education law. Requires ten (10) field hours of observation, teaching, or interview.
This culminating field-based teaching experience for elementary certification candidates affords the candidate with an opportunity to apply theory to practice, and to build upon the dispositions, understandings, knowledge and skills developed thus far in the program. The successful candidate does not leave the experience knowing fully "how to teach", but instead has a strong and balanced practice, and knows how to learn to teach---an important distinction given the dynamic nature of the field, and of our times. The successful candidate will demonstrate competence in all state and national initial teacher certification standards for elementary education professionals. Candidates will work with a University supervisor and field-based mentor teacher to determine a schedule for the experience that includes observation, co-teaching, and solo teaching. Four (4) observations will be conducted by the University supervisor. The mentor teacher provides daily feedback. Both will complete formal midterm and final evaluations of candidate's teaching. Participation in an online seminar is required of all teaching interns. There are three (3) options for scheduling 300 hours of the teaching internship experience: 1. a focused 300 hour (12 weeks) full-time public school placement approved by the Office of Educator Preparation. 2. a part-time (minimum 2 days per week) public school placement totaling 300 hours approved by the Office of Educator Preparation. 3. 300 hours integrated into the work responsibilities of an employed elementary education paraprofessional or professional, per approval of the employing school district and the Office of Educator Preparation. Candidates must submit passing Praxis II: Elementary/Multiple Subjects Scores to the University prior to registration.
PRIOR TO REGISTERING, students must schedule a meeting with a representative from the Office of Educator Preparation (psu-oep@plymouth.edu) for Seminar One, and contact instructor (sashapiro@plymouth.edu) to discuss course requirements. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
Various topics related to the teaching of writing not covered in other English courses. May be repeated with different topics.
Instructional methods and materials used in teaching literature at the secondary (5-12) level. Observation and participation in local schools is required.
Capstone experience for educator certification majors leading to certification in English grades 5-12. The internship is a continuous, full-time experience during which students gradually assume full responsibility for teaching a full schedule of classes at the middle or high school level in English/language arts.
PRIOR TO REGISTERING, students must schedule a meeting with a representative from the Office of Educator Preparation (psu-oep@plymouth.edu) for Seminar One, and contact instructor to arrange meeting dates & times, and to discuss course requirements. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
This course focuses on the development of a self-renewing capability inherent in professionals and organizations. Students will discuss the notion of transformation in the context of knowledge base, self-reflection, and the socio-professional processes in educational change. Students will explore the integration of ecological perspectives within a changing society and the demand for greater tolerance of human behavior in the context of learning. Students will demonstrate an understanding of the need to keep student learning and development as the central core of educational change. Prerequisites: EP 7020 and EP 7040.
Focus on policies and procedures affecting personnel management in the schools. Discussion of staffing, program and personnel evaluations, office procedures and record keeping, decision making, and negotiations. Emphasis on collective bargaining statutes, case law, grievance processing, mediation, employee relations boards, union security provisions, scope of bargaining, and the administration of the negotiated contract. Prerequisite: EP 7020 and admission to Superintendent Certification program.
This course is designed to provide candidates with the arts leadership skills necessary for designing, implementing, assessing, and sustaining arts integration models in diverse school settings. The course will focus on the multiple roles of the arts as mediation tools offering languages for learning and methods for instructions. This course will provide candidates with theoretical and applied knowledge of comprehensive interdisciplinary multi-arts integration supporting learning in, with, and through the arts. Candidates will be introduced to the research based Integrated Instructional Model, which incorporates the components of community, problem-based learning and arts integration. Candidates will explore the use of the arts and artistic methods through hands-on activities modeling arts-infused learning and instruction. Candidates will apply individual and group understandings to considerations of site-specific school change and sustained systemic professional development.
Please Note: This is a residential course packaged with an additional meals and room fee of $280. Students must register by 10/23/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, EP-7110.WV1, CRN: 10094.
This course is designed to provide candidates with the arts leadership skills necessary for designing, implementing, assessing, and sustaining arts integration models in diverse school settings. The course will focus on the multiple roles of the arts as mediation tools offering languages for learning and methods for instructions. This course will provide candidates with theoretical and applied knowledge of comprehensive interdisciplinary multi-arts integration supporting learning in, with, and through the arts. Candidates will be introduced to the research based Integrated Instructional Model, which incorporates the components of community, problem-based learning and arts integration. Candidates will explore the use of the arts and artistic methods through hands-on activities modeling arts-infused learning and instruction. Candidates will apply individual and group understandings to considerations of site-specific school change and sustained systemic professional development.
Please Note: This is a commuter course packaged with an additional meals only fee of $125. Students must register by 10/23/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, EP-7110.WV, CRN: 10093.
In-depth studies of essential knowledge bases and best practice skills required to effectively execute the responsibilities of the district level administration, including the roles of the public school superintendent and assistant superintendent. Attention will be given to balancing three sometimes conflicting roles: instructional, managerial, and political, in an era of standards-based accountability. Prerequisites: EP 7020 and admission to the Superintendent certification program.
A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience as an administrator through applying knowledge learned in coursework to on-the-job situations. It is recommended that this course be taken near the end of the candidate's program.
Please contact instructor (pgmccormack@plymouth.edu) to arrange meeting dates and times.
This course is designed as the culminating field experience for enrolled advanced graduate students seeking New Hampshire Department of Education (NHDOE) Certification as a K-12 Curriculum Administrator. The Practicum is a performance-based analysis of the role of the K-12 Curriculum Administrator in practice with emphasis on changes in society and schools as well as with reference to job responsibilities of the position - the art and science of school system leadership. Students enrolling in the practicum are expected to spend time interacting with a practicing curriculum administrator and completing a practicum project to fulfill requirements meeting state certification. Practicum readings and activities are designed to provide experiences relevant to building a required certification portfolio that demonstrates formal knowledge of executive leadership and management, dispositions (using that knowledge to reflect on experiences), and performances (school-based applications) as described in the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders and New Hampshire Education Standards for Curriculum Administrator. Pre-requisites: Completion of required Curriculum Administrator coursework and permission of instructor.
The capstone experience is designed to provide an opportunity for CAGS level graduate candidates to demonstrate their knowledge of leadership and the arts by designing and implementing an art, leadership and learning project within an educational setting. Candidates are required to spend a minimum of 40 hours per credit hour devising and executing their planned project. At the conclusion of the capstone, candidates are expected to share their results in a public setting with faculty and others interested in arts and learning.
Please contact instructor (plinber@plymouth.edu) to arrange meeting dates and times.
Leaders often find themselves making decisions, facilitating programs, and mediating conflicts that emanate from the many ways in which humans differ, including ethnicity, race, religion, sexual orientation, and cultural beliefs. In this course, attention will be given to central topics and critical issues that address global leadership competencies in working with diverse populations. Students will critically examine the complexity of culture, the building of community, and the promotion of social justice from individual, community, and global perspectives. Furthermore, students will consider and evaluate both reactive and proactive roles for leaders in educational, social, and political settings. (Prerequisites: Completion of EP 8000 and 8010 and member of the PSU EdD cohort).
The externship represents an important stage in the preparation of doctoral candidates. The externship provides an opportunity to explore and research topics of interest related to the dissertation at domestic and international locations outside the University. Externship placements allow candidates to gain new perspectives, sample different career paths, gather practical experience related to the dissertation and network with leaders in education and related fields. Candidates work with their instructor to establish the focus and site of the externship placement. Candidates develop and present their research project at the conclusion of the externship to faculty and peers. Students should be aware that a background check might be a requirement of certain externship sites. (Prerequisites: Successful completion of EP 8040, and permission of the instructor).
Please contact instructor (mrlebrun@plymouth.edu) to arrange meeting dates and times.
This course provides an overview of the development and current status of higher education in the United States. Participants will review the historical evolution of higher education and the institutions' roles in American society. Higher education systems will be highlighted through both internal and external perspectives. Twenty-first century opportunities and challenges will be examined.
An internship or practicum provides an important opportunity to develop the skills and dispositions necessary for successful teaching in higher education at the university, college or community college level. A mentored field experience provides a chance apply the knowledge and skills acquired through coursework throughout the degree program in a practical on-the-job environment in the field of higher education. Candidates will have the opportunity to develop their professional roles in the areas of teaching, scholarship, and service, under the guidance of faculty who are successful role models in higher education.
Please contact instructor (abberry@plymouth.edu) to arrange meeting dates and times.
The practicum/internship is designed to be a culminating experience that engages students in experiential learning in a setting that gives them practical experience in an area of their interest and network with leaders and practitioners in higher education administration. Students will design a practicum or internship that encompasses core principles from foundation courses, creates an experience that develops opportunities for working with interconnected aspects of higher education administration, and challenges them to engage in new settings. Planning for the practicum/internship early on is encouraged and students should be able to commit to a minimum of 150 hours. Students will work with their instructor to establish the focus and site of the practicum/internship placement for optimum opportunities to explore and understand the scope of roles and responsibilities of higher education administrators. Candidates develop and present their research project at the conclusion of the externship to faculty and peers. Students should be aware that a background check might be a requirement of certain externship sites.
Please contact instructor (cmuttley@plymouth.edu) to arrange meeting dates and times.
The course challenges students to reconsider the classroom teaching environment, their teaching styles and explore their capacities as teachers. Students will study new teaching methods, characteristics of effective teachers, and new teaching processes leading to more integrative and experiential learning. This course examines various teaching methods within the classroom and develops professional learning communities within schools. Each student will design/redesign, initiate and complete individual lesson plans or unit plans utilizing new teaching methodologies.
This is a residential course packaged with an additional meals and room fee of $280. Students must register by 10/2/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note, this course is cross-listed with HD-7090.WV1, CRN:10121.
The course challenges students to reconsider the classroom teaching environment, their teaching styles and explore their capacities as teachers. Students will study new teaching methods, characteristics of effective teachers, and new teaching processes leading to more integrative and experiential learning. This course examines various teaching methods within the classroom and develops professional learning communities within schools. Each student will design/redesign, initiate and complete individual lesson plans or unit plans utilizing new teaching methodologies.
This is a commuter course packaged with a meals only fee of $125. Students must register by 10/2/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note, this course is cross-listed with HD-7090.WV, CRN: 10120.
The course is designed to facilitate the learning of individuals who intend to work in professions related to wellness. The topic of death and dying will be addressed in a comprehensive way with an emphasis on the development of compassion for individuals and their life experiences. The course will also address the topic of living well and making choices that may increase happiness and decrease suffering. The course will offer students time to examine their own beliefs and understanding of death as well as learn how the medical profession and caring communities can assist those experiencing the dying process. The course will also offer readings and discussions that will help students to identify ways they would like to be living their own life with an emphasis on increasing their sense of wellbeing regarding their mind, body and spirit.
This is a residential course packaged with an additional meals and room fee of $280. Students must register by 10/23/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross listed with CO-5610, CRN:10082.
This clinical experience is a capstone course for those enrolled in the eating disorders certificate program. Students will be able to choose a focus on awareness, prevention, and education experience or a clinical experience working in an eating disorders treatment facility for 120 hours. Prerequisite: 12 credits of Eating Disorders certificate program.
Students must contact instructor (margaret@plymouth.edu) to arrange meeting dates and times by 8/15/16. Please note that this course is cross-listed with GR, CO-5150 (CRN: 10132).
The focus of the course will be on increasing the student's knowledge of awareness, education, prevention and treatment of eating disorders. Discussion will include diagnostic classifications; causes of eating disorders; history, prevalence and treatment approaches to eating disorders; a discussion of a wellness/holistic approach to medical, nutritional and psychological therapies; special populations, i.e., women, children, males, athletes; prevention programs; resources; the latest research and information on becoming a coordinator of Eating Disorder Awareness and Prevention Week. Also presented as CO 5160.
This is a residential course packaged with an additional meals and room fee of $263. Students must register by 8/20/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5160.WV1 (CRN: 10128), CO-5160.WV (CRN: 10129), and CO-5160.WV1 (CRN: 10130).
The focus of the course will be on increasing the student's knowledge of awareness, education, prevention and treatment of eating disorders. Discussion will include diagnostic classifications; causes of eating disorders; history, prevalence and treatment approaches to eating disorders; a discussion of a wellness/holistic approach to medical, nutritional and psychological therapies; special populations, i.e., women, children, males, athletes; prevention programs; resources; the latest research and information on becoming a coordinator of Eating Disorder Awareness and Prevention Week. Also presented as CO 5160.
This is a commuter course packaged with an additional meals-only fee of $125. Students must register by 8/20/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5160.WV (CRN: 10127), CO-5160.WV (CRN: 10129), and CO-5160.WV1 (CRN: 10130).
This course will be an in-depth study of the dynamics of eating disorders followed by an overview of the dominant counseling approaches used in eating disorders treatment and management. The focus will include diagnosis, psychological assessments, psychotherapeutic and other interventions, as well as clinical issues encountered in treatment. Prerequisite: CO/HL 5160. Also presented as CO 5170.
This is a residential course packaged with an additional meals and room fee of $263. Students must register by 10/16/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5170.WV1 (CRN: 10124), CO-5170.WV (CRN: 10125), and CO-5170.WV1 (CRN: 10126).
This course will be an in-depth study of the dynamics of eating disorders followed by an overview of the dominant counseling approaches used in eating disorders treatment and management. The focus will include diagnosis, psychological assessments, psychotherapeutic and other interventions, as well as clinical issues encountered in treatment. Prerequisite: CO/HL 5160. Also presented as CO 5170.
This is a commuter course packaged with an additional meals-only fee of $125. Students must register by 10/16/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, HL-5170.WV (CRN: 10123), CO-5170.WV (CRN: 10125), and CO-5170.WV1 (CRN: 10126).
This course will focus on nutritional education issues relevant to those interested in health and wellness for the general population, as well as those working with eating disorders clients. Discussion will include: basic concepts of nutrition science and nutritional needs, evaluation of weight management methods, investigation of food facts and fallacies, different diet plans, i.e. vegetarian, sports nutrition. Information will be presented on how the nutritionist, counselor or health educator applies nutritional information to their clients or students. The course will also include how to present information in nutritional counseling and education for the eating disorder client. Prerequisite: CO/HL 5160 or permission of instructor. Also presented as CO 5180.
Please note that this course is being held in Arizona and that the deadline to register is 10/16/15. This course is cross-listed with GR, CO-5180 (CRN: 10115).
The focus of the course will be to increase the student's knowledge of the effects eating disorders have on the body's medical systems and the physiologic function. Discussion will include diagnostic criteria and a multidisciplinary, integrative approach to assessment and management of each disorder. Emphasis will be placed on the evaluation of each body system, as well as prevention and treatment of medical complications. Prerequisite: CO/HL 5160. Also presented as CO 5190.
Please note that this course is being held in Arizona and that the deadline to register is 8/28/15. This course is cross-listed with GR, CO-5190 (CRN: 10117).
This course provides a foundation to historic preservation. The course will focus on principles and theories pertaining to preservation and restoration practices; recognition of architectural periods, styles, and construction methods in context of the evolution of cultural landscapes; the definition of significance and integrity in buildings and districts; strategies by which buildings and their settings have been preserved and used; and methods of reading and interpreting the cultural environment.
An in-depth study of a particular topic, contemporary issue or concern. Taught by a specialist within the field being studied or as an alternative methodology. Since topics may vary, the course may be repeated with permission of the instructor.
It's said we are what we eat, but folklorists believe that what we eat symbolizes who we are. Food is central to our identities, and its customs, beliefs, production, preparation techniques and materials, rituals, and traditions are cultural artifacts called foodways. Foodways can teach larger lessons about culture-geography, history, chemistry, natural resources, economics, herbal lore and folk medicine, astronomy, climatology, religion, environmental sustainability, etc.-and about tradition and change. Together, these topics can demonstrate how the family story, the community history, and the significant events of humanity are regularly expressed through food, discovering the world through our daily bread, tortillas, pitas, pain, brot, ployes, and noodles. This course looks specifically at how foodways have helped to shape New England's regional identity and sense of place over time.
Introduces learners to the core principles of instructional design. Students analyze, apply, and evaluate those principles in order to develop educational materials for a wide range of online settings. The course will examine multiple instructional design models, project management of instructional projects, and will include a focus on recent contributions from cognitive science and related fields of study. Learners will also consider the effective use of technology for learning and will be introduced to instructional design as a profession.
This course focuses specifically on the actions of the teacher during online learning experiences. Students will work both collaboratively and independently to identify existing and consider new instructional strategies used for effective engagement with content and classmates. Students will also design and develop various assessment criteria and instruments used to provide feedback and evaluate student performance.
A supervised practicum experience in a candidate's school, employment setting or at one of several cooperating institutions or arts organizations in New Hampshire where additional experience in integrated arts can be gained and practiced. Commitment includes a negotiated number of hours per week and a series of journals, a portfolio, and meetings with the faculty supervisor.
Please contact instructor (plindber@plymouth.edu) to arrange meeting dates and times.
An in-depth study of a particular topic, contemporary issue, or concern. Taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor. Falls, springs, and summers.
An exploration of the many ways that puppets can be used in educational settings to enhance learning. Students will be introduced to a variety of educational puppets for use in the classroom curriculum including shadow, hand and rod puppets. Emphasis will be on creating puppets as well as implementing strategies for use in curriculum. Please Note: This is a residential course packaged with an additional meals and room fee of $305. Students must register by 9/11/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, IN-5560.WV1, CRN: 10096.
An in-depth study of a particular topic, contemporary issue, or concern. Taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor. Falls, springs, and summers.
An exploration of the many ways that puppets can be used in educational settings to enhance learning. Students will be introduced to a variety of educational puppets for use in the classroom curriculum including shadow, hand and rod puppets. Emphasis will be on creating puppets as well as implementing strategies for use in curriculum. Please Note: This is a commuterl course packaged with an additional meals only fee of $125. Students must register by 9/11/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, IN-5560.WV, CRN: 10095.
Practicum-based course introduces students to the value and practical application of incorporating the arts into educational, cultural, recreational, and human service settings. In addition to classroom lecture and discussion, a series of workshops with professional artists and teachers will allow students to observe a variety of teaching methods and philosophies. Basic skills and materials will be developed and discussed in creative drama, puppetry, music, theatre, poetry, art, and movement.
Please Note: This is a residential course packaged with an additional meals and room fee of $280. Students must register by 10/16/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, IN-5970.WV1, CRN: 10098.
Practicum-based course introduces students to the value and practical application of incorporating the arts into educational, cultural, recreational, and human service settings. In addition to classroom lecture and discussion, a series of workshops with professional artists and teachers will allow students to observe a variety of teaching methods and philosophies. Basic skills and materials will be developed and discussed in creative drama, puppetry, music, theatre, poetry, art, and movement.
Please Note: This is a commuter course packaged with an additional meals only fee of $125. Students must register by 10/16/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, IN-5970.WV, CRN: 10097.
This course will examine the nature of first and second language acquisition and development. Topics include first language acquisition, second language acquisition by children and adults, bilingualism, and their applications to language teaching. The course provides an overview of current theories of language acquisition.
Participants learn the foundations of communicative language teaching to non-native speakers in multicultural and homogenous classrooms. Topics include content-based instruction, teaching of the four skills, curriculum development, and lesson planning and execution. Participants acquire and practice the skills needed to teach language to students of all ages and abilities.
This course is the culminating field-based teaching experience for teacher certification students in the MEd Language Education, TESOL. Successful completion of this class leads to NH K-12 ESOL certification. Candidates must have completed all coursework for certification before taking this course. The 9-credit internship is continuous and full-time (five days per week) during which, after a period of structured observation, the intern gradually assumes responsibility for a full range of teaching activities encountered in a school situation, thereby demonstrating the appropriate professional skills and attitudes essential for successful ESOL teaching at the K-12 levels. In the 6-credit internship, interns will maintain and improve upon the full range of teaching activities they practice every day at the elementary/ middle, or secondary level, and will supplement with additional experience at the secondary or elementary/middle level. Both internships provide an opportunity for demonstrating the appropriate professional skills, attitudes, and dispositions essential for successful teaching. The internship is conducted under the supervisory guidance of school mentors and a university supervisor. A blended seminar (online and face-to-face) complements the experience. All students are required to take the Praxis II in TESOL before completion of the class. Students must make arrangements for that testing independently and have their scores sent to the Office of Educator Preparation, the College of Graduate Studies and Professor Whiting.
PRIOR TO REGISTERING, students must be scheduled to attend Seminar One with the Office of Educator Prepartion (psu-oep@plymouth.edu) and contact James Whiting (jcwhiting@plymouth.edu), Coordinator of the Language Education program, to discuss course requirements and arrange meeting dates. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
This course will introduce the principles of organization of information and information retrieval systems. Topics covered will include organization of print and non-print collections, Dewey Decimal Classification, Library of Congress Classification, Library of Congress and Sears Subject Headings, Anglo-American Cataloging Rules and MARC records. Emphasis will be placed on cataloging and classification of school library materials. Library automation systems and their management, copy cataloging, and trends in technology will also be covered.
This course will introduce student to concepts, principles and current developments in reference and information services for the school library/media center. This will include the most important and used reference materials in both print and electronic format, evaluation of reference sources, the reference interview, bibliographic instruction, and readers' advisory.
The practicum is to provide the student with a supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous coursework to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is by the institution or agency concerned and by PSU faculty.
Permission of Advisor needed prior to registering. PRIOR TO REGISTERING, students must schedule a meeting with Sharon Silva, Advisor/Coordinator of the ETI Program (smsilva@plymouth.edu). A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
The study of instrumental conducting as applied to the public school setting, with emphasis on developing effective teaching and rehearsal strategies is the focus for this course. Study will include available published methods and pedagogical materials as well as age-appropriate study performance repertoire. On-site observation and advising will involve one or more of the student's ensembles. Attendance at periodically scheduled on-campus seminars will also be required.
Please contact instructor (garyc@plymouth.edu) to arrange individual meeting times.
This course focuses on statistics and probability concepts central to the Common Core State Standards in Mathematics [CCSSM]. The mathematical content of the course aligns with the CCSSM standards (gr. 5-12) in statistics and probability. Students will develop conceptual understanding and fluency in statistical concepts, data analysis, and probability. Activities are designed to demonstrate how the Standards for Mathematical Practice in CCSSM can be integrated in the everyday learning experiences of every student. Class discussions are centered on thinking processes, habits of mind, conceptual understanding, and dispositions that students need in order to develop a deep, flexible, and enduring understanding of mathematics.
This course is the culminating field-based teaching experience for teacher certification students in the Master of Education (MEd) in mathematics or Post Baccalaureate, Middle or Secondary Education programs. Students must have completed early field-based experiences and all coursework for the certification, including any required undergraduate competencies, before taking this course. Teacher candidates pursuing an internship will gradually assume responsibility for a full range of teaching activities encountered in a school situation. Internship provides an opportunity for demonstrating the appropriate professional skills, attitudes and dispositions essential for successful teaching. The teaching field experience is conducted under the supervisory guidance of mentor teacher and university supervisor. An online seminar compliments the experience. Certification candidates who are not pursuing the M.Ed. must have submitted passing scores on the Core Academic Skills for Educators to the College of Graduate Studies office before enrolling. All candidates who will be required to take Praxis II for NH Certification must make arrangements for that testing independently. Prerequisite(s): Completion of all other program requirements for certification by the beginning of the internship semester; permission of the Coordinator of Teacher Certification and Clinical Experiences; and Mathematics Department Program Coordinator.
PRIOR TO REGISTERING, students must schedule a meeting with a representative from the Office of Educator Preparation (psu-oep@plymouth.edu) for Seminar One, and contact Shawn Hackshaw (s_hackshawi@plymouth.edu) to discuss course requirements and arrange meeting dates and times. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
This course offers the most recent research findings related to the brain and learning and how they provide the basis for the neurodevelopmental approach to teaching. Participants will be introduced to a framework which includes eight broad neurdevelopmental categories, or constructs (e.g., attention, memory, language) that educators can use to observe, examine and describe student learning. These eight constructs (and their receptive sub-categories) also provide teachers, parents and students with a shared lens and language to better understand and discuss learning. In addition, through examination of a case study, observation of students with whom they work and self-examination of their own unique learning profile, participants will practice the skill of using the neurodevelopmental lens to observe for evidence of learning strengths and weaknesses and how to link them to academic performance. Since a major component of this course requires observation, participants must have access to a student/students on a regular basis. This course is appropriate for anyone who works with students (child-adult). The only pre-requisite is that you must be currently teaching or have permission of the instructor.
The practicum will provide Masters and CAGS candidates with the opportunity to document the implementation of the neurodevelopmental approach into their teaching practice. Note: You may take Practicum over multiple terms, minimum 2 credits. When registering, keep in mind how many terms you plan to take to complete the Practicum (1, 2 or 3) and only register for those number of credits per term.
This course is designed to be a core course offering in both the MS in Science Education and the MAT in Science programs. Several major themes such as learning theory, structure of the discipline (curriculum), teaching strategies, and nature of science and technology applications will be presented throughout the course. The course is structured to help students develop the proficiencies needed to become a successful science teacher. As an advanced learner, you will be given a great deal of independence in your learning about secondary school science teaching.
This course examines the role of "positive institutions" in creating and supporting the well-being of its members while maintaining its profitability or non-profit mission. Issues of power, privilege, and prejudice as challenges to the formation of ethical and socially just institutions will be explored. Topics include issues of diversity, equity, ethics, and social justice.
This is a residential course packaged with an additional meals and room fee of $280. Students must register by 10/9/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal.
This course offers an exploration of the personal, interpersonal and transpersonal elements of work and personal growth. Through varied learning methods, participants will attend to the ways in which occupations transform us and how we transform our work to support personal development. Learning will extend to the ways in which we, as followers and leaders, can cooperate to support these synchronous and reciprocal processes creatively and with intention.
This is a residential course packaged with an additional meals and room fee of $280. Students must register by 10/30/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal.
This course challenges women to consider the cultures, climates and contexts that limit and support their capacities as leaders. Students will explore personal leadership styles, characteristics of effective leaders, and strategies for developing themselves as leaders.
This is a residential course packaged with an additional meals and room fee of $280. Students must register by 11/6/15. Mandatory pre-reading assignments are available online upon registration, which is accessible through the myPlymouth portal. Please note that this course is cross-listed with GR, BU-5820.WV (CRN:10134).
In this course students will study the foundations of language/literacy processes and instruction. Topics include the psychological, cultural, and linguistic theoretical foundations; current practices, research, and historical developments; reading and writing language development related to their acquisition as well as cultural and linguistic diversity; major components of reading curriculum; major components of writing instruction; reading and writing instructional strategies and curriculum materials. The course will be in an interactive seminar/workshop format with an online component.
This practicum focuses on leadership, collaboration and coaching. Discussion of literacy program planning, operation, management, budget, curriculum, and evaluation. Emphasis on the role of the reading and writing specialist as researcher, leader, and change agent. Study of collaborative consultative skills, supervisory skills, staff development services, and community activities. Field-based experiences at the elementary, middle, and high school. This is the capstone course for students in the reading and writing specialist program.
Analysis of the factors contributing to reading disability. Diagnosis, teaching, curriculum planning and use of informal and formal assessments with small groups of readers in K-12 settings and supervised tutorial situations. Discussions with literacy professionals and paraprofessionals, and participation in professional development workshops. Seminars promote reflection on instructional practices and the range of services available for readers across the developmental continuum.
This course will focus on administering, scoring, interpreting and reporting on achievement, special skill and diagnostic tests used in special education and school psychology. The emphasis will be on diagnosis and prescriptive writing. It is restricted to special education students.
Please note that this course meets in Samuel Reed Hall 323.
Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
This course provides an in-depth examination of Positive Behavioral Interventions and Support (PBIS) with emphasis on school-wide approaches designed to enhance school climate and the emotional well being of all students. Students will learn how to create and nurture a leadership team of stakeholders who are responsible for school wide implementation as well as evidence based strategies for improving behavior and academic achievement. Topics include developing school wide expectations, creating a behavior matrix, designing teaching scripts to address prosocial behaviors, creating a school wide reinforcement system, determining office versus classroom referrals, designing a data-based system for behavior, and evaluating the universal system using data based decision making and utilizing data for improving practice.
This course will deal with the specifics of cognitive impairment focusing on mental retardation, autism, Asperger, PDD, communication disorders and all their subgroups. Specific definitions, special education rights and legislation will be discussed in terms of these special populations. Assessment of intellectual functioning, assessment procedures, classroom adaptations, behaviors, causes and prevention, developing curriculum and goals, independent life skills, transitions to career and functional life skills will be discussed in detail.
This introductory course will cover the following areas: definition of LD, reading problems, language deficits both oral and written, mathematics underachievement, social skills deficits, attention and behavioral problems, academic achievement, and comorbidity with other disabilities, prevalence, environmental factors, standardized, criterion referenced, informal reading, curriculum-based measurement, and testing. Educational approaches such as explicit instruction, content enhancement, and placement alternatives will be explored. Current issues and future trends in the field of LD will be discussed.
This course will involve teacher candidates in an in-depth study of effective core content-related materials and instructional practices for students with learning disabilities. Teachers will examine student outcome data and student response to intervention to intensify effective instruction. Teacher candidates will also collaborate with general education colleagues in inclusive environments to provide research-based instruction, evaluate student outcomes, and make informed instructional decisions for students with language-related disabilities. Prerequisites: students must be certified in general special education and have a course in special education law.
This course is designed to assist participants in examining the nature of collaboration in organizations, the consultation process and essential leadership skills in special education. Students will learn about the nature of collaboration and examine examples of effective collaboration skills, as well as participate in guided practice of those skills. Emphasis will be given to concepts of intervention, management models and an analysis of the variety of special education needs. Prerequisites: SE 5300, SE 5600, SE 5770, and SE 6040.
A supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous coursework to the on the- job situation. Commitment includes a negotiated number of hours per week. Supervision is done by the institution or agency concerned and by PSU faculty.
PRIOR TO REGISTERING, students must schedule a meeting with a representative from the Office of Educator Preparation (psu-oep@plymouth.edu) for Seminar One, and contact instructor (abberry@plymouth.edu) to discuss course requirements. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
A supervised field experience in one of several cooperating institutions. The purpose is to gain meaningful work experience through applying knowledge learned in coursework to the on-the-job situation. Commitment includes 12 hours per week within the school environment over three days, and one three-hour seminar per month.
This course is designed to assist candidates in acquiring the skills, knowledge and competencies necessary for curriculum development as it relates to special education and the general education curricula. Each participant will have the opportunity to examine models of curriculum-based assessment designed to generate better educational programs for students with disabilities. Each student will demonstrate an understanding of the instructional process with emphasis on students with disabilities. Keys to this understanding will include management considerations, instructional practices and evaluative and collaborative activities.
A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience as a special education administrator through applying knowledge learned in coursework to on-the-job situations.
As their capstone experience in Social Studies Education, students will gradually take on classroom responsibilities and assume full responsibility for classes. Requirements for the semester include: an Impact on Student Learning action research project, supervisor visits and evaluations, ongoing reflections, portfolio development, development of lesson plans and instructional materials and unit plan that demonstrate the skills and dispositions appropriate for a beginning teacher. Students must have all course work for the degree completed before taking this course.
PRIOR TO REGISTERING, students must schedule a meeting with a representative from the Office of Educator Preparation (psu-oep@plymouth.edu) for Seminar One, and contact instructor (dmanderson2@plymouth.edu) to discuss course requirements. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.
This survey course will introduce students to the role and function of the school psychologist. Historical events will be reviewed with an emphasis on future directions of the profession. Prevention and intervention as a part of a data based problem-solving model to address learning, behavior, and social/emotional issues in school age children will be introduced. Legal issues and professional ethics will be discussed. Students will become familiar with the educational environment and the role of the school psychologist within the educational system. The Mahara e-portfolio will be introduced. Students will address New Hampshire state standards for school psychology with the National Association of School Psychologist Domains of Practice (2010). There is a 25-hour pre-practicum to the course.
Students will learn about the history and theories of intelligence testing. They will develop the skill to administer two norm-referenced intelligence tests (Child and Adult Editions of Wechsler Scales), interpret the results, and write and present cogent results of their findings as it relates to the child adolescent and their learning. This course prepares school psychology candidates for the internship where they will gain proficiency in assessing cognitive ability. Prerequisite SY 6010 and admittance to the School Psychology Program.
As the culminating component in the school psychology program, this field experience will be done in a public school setting under the supervision of a certified school psychologist. Students will also attend a seminar on campus to discuss their experiences, present psychological evaluations and interventions, and engage in mutual problem solving relative to dilemmas and issues encountered in the field experience. Prerequisites include completion of all required courses and permission of the internship instructor. Students are required to take the Praxis II exam.
Please note: this course meets on the Plymouth campus as well as the PSU Concord site at 2 Pillsbury Street.