Education

The Department of Education prepares students to teach in elementary and secondary schools.

Hope College's Teacher Education programs are approved by the Michigan Department of Education. The Council for the Accreditation of Educator Preparation (CAEP) recognizes the Department of Education at Hope College as a nationally accredited program. CAEP: 1140 19th Street N.W., Washington, D.C. 20036 (caepnet.org) This accreditation covers all preparation programs.

To fulfill the requirements for graduation and for certification, all students planning on a professional teaching career must complete a major and a minor in an approved academic field, all general education requirements, and the professional education course sequence. This sequence introduces the theoretical foundations of creative and responsible teaching and simultaneously provides field experiences for students to put theory into practice. Students complete a minimum of five field placements in area schools prior to student teaching. Throughout the professional sequence, prospective teachers develop increasing competence and confidence in the professional abilities identified by education faculty. These abilities enable a graduate to act as:

  • Ethical Educators
  • Skilled Communicators
  • Engaged Professionals
  • Curriculum Developers
  • Effective Instructors
  • Decision Makers
  • Reflective Practitioners

Student-led chapters of national organizations, particularly Council for Exceptional Children and Association of Supervision and Curriculum Development, offer professional development and service opportunities for teacher education students. A student chapter of NAEYC (National Association of the Education of Young Children) will be available soon. Students are also given opportunity and encouraged to engage in research projects and to attend and present at state, regional and national conferences.

Graduates of Hope's education program teach in public, private, charter and parochial K-12 schools across the country and around the world. Most graduates pursue advanced studies for continuing certification and to complete graduate degrees in their majors or in special areas of education, such as reading, curriculum development, special education, counseling and administration.

Graduates of our education program are currently serving as:

  • Classroom teachers in rural, urban and suburban K-12 schools
  • Special education teachers in categorical, inclusive or resource classrooms
  • Teachers overseas
  • Peace Corps volunteers
  • Counselors in elementary and secondary schools
  • Curriculum coordinators and supervisors
  • Administrators in school systems throughout the United States
  • College professors

Information contained in this catalog is subject to change, due to mandates by the Michigan Department of Education or the Michigan State Board of Education. Students should consult Department of Education personnel and/or the Department of Education website to ensure that they have received updated information.

TEACHER PREPARATION PROGRAMS :

Students planning to teach in elementary and secondary schools must be formally admitted to the Teacher Education program. Application for admission to the Teacher Education program is made following the successful completion of the required introductory courses and field placements. Michigan law, as well as some other state laws, prohibit an individual from obtaining or maintaining a valid certification if the individual has any of several listed criminal convictions. The Hope Department of Education will evaluate criminal convictions to determine an individual’s likelihood of obtaining a teacher certificate and whether the individual will be admitted into the program. Application information and procedures can be accessed online on the Department of Education website.

Students are urged to plan their programs carefully and should begin that process early in their college careers. Students are expected to meet individually with education faculty for advising. Students typically begin the teacher education sequence with Education 220/221 during their freshman or sophomore year and reserve one semester of the senior year for student teaching. Application for student teaching must be made two semesters before the student teaching semester. Information about required courses is available on the department website.

All program requirements must be completed for students to be recommended for a teaching certificate in the State of Michigan. Program requirements include:*

  1. Formal admission to the Teacher Education program.
  2. Satisfy the general education requirements for the B.S., B.A. or B.M. degree at Hope College.
  3. Completion of the Professional Education Sequence which has been established.
  4. Earn a C+ or better grade in each education professional sequence course in levels 2 and 3 and corresponding field placements.
  5. Earn a GPA of at least 2.75 in each of the following areas prior to student teaching: the major course sequence, the minor course sequence, the education sequence and the cumulative GPA for all college coursework at Hope College.
  6. Complete the requirements for a major and minor** approved by the Department of Education and affirmed by the Michigan Department of Education.
  7. Pass the required Michigan Tests for Teacher Certification (MTTC) in appropriate areas.
  8. Hold valid certification in CPR/First Aid at the time of application for Michigan teacher certification.

*State of Michigan requirements are subject to periodic change. Students must meet State of Michigan and Department of Education requirements for teacher certification in effect at the time application is made.

**Specific requirements for all certifiable majors and minors are available on the department website.

A COMPLETED APPLICATION INCLUDES THE FOLLOWING ITEMS:

  1. Program application accessed online through department website
  2. Three recommendations from faculty members (online)
  3. Major/minor declaration forms (online)
  4. Successful field placement evaluations for Education 221 and Education 226
  5. Passing scores on the Michigan Test for Teacher Certification (Professional Readiness Exam) or accepted alternative tests
  6. Signed statement of Commitment to the Profession
  7. Attendance at two required information sessions: Department of Education Orientation, and Chalk & Wire Electronic Portfolio Orientation
  8. Cumulative GPA of at least 2.75/4.0 scale
  9. IDS 200 or AES 210 requirement
  10. Consent for Criminal Background Check: A criminal background check and fingerprinting are required for student teaching.

All policies that pertain to the application process to the Teacher Education program, the continuation through the course sequence, the process for assignment to a student teaching placement and final approval for Michigan certification can be found on the department’s website under “General Information Policies and Procedures.” These policies and procedures are available electronically on the department’s website (www.hope.edu/academic/education/). Students must read this information, become familiar with all expectations, deadlines and responsibilities, and comply with policies and regulations stated therein. Failure to do so may cause delays in the student’s application process, in entry to courses in the professional sequence and to the student teaching semester.

Elementary Education:

Elementary: 1) Teacher candidates select a major in Mathematics, Integrated Science, Social Studies or English Language Arts. The candidates must also complete a prescribed Planned Program minor consisting of three content areas, as well as course work in Health/Physical Education, World Languages and the Arts; or 2) Teacher education candidates who select a Comprehensive major must also declare a Special Education major (Emotional Impairments and/or Learning Disabilities), a Spanish K-12 major or an Early Childhood minor. Complete EDUC 220, 221, 225, 226, 270, 280, 281, 282, 283, 310, 311, 312, 455, 470, 500

Secondary education:

Secondary: Teacher education candidates select a content or group major and a minor. If an Emotional Impairments or Learning Disabilities major is selected at the secondary level, the candidate must declare an English or Mathematics minor (See Department of Education website for details). Complete EDUC 220, 221, 225, 226, 270, 275, 276, 285, 286, 287, 360, 361, 455, 480 or 485, 500 and methods courses in the major and minor fields.

Special education:

The Department of Education offers majors in the areas of K-12 Emotional Impairments and K-12 Learning Disabilities. Students follow either the Elementary or Secondary certification track . Students complete courses as listed for elementary or secondary as well as EDUC 241, 242, 251, 253, 254, 333, 342, 352, 356, 357, 358, 359, 434, 453, 454, student teaching, PSYC 230, 320/235.

K-12 Teaching specialists:

In the areas of Art, Music, Kinesiology, Dance and Spanish, Hope College offers K-12 programs for teaching specialists. Students majoring in Art, Music, Kinesiology and Dance follow the Secondary certification track. Students majoring in Spanish K-12 choose either the Elementary or Secondary certification track. Complete EDUC 220, 221, 225, 226, 270, 275, 276, 285, 286, 287, 500, methods courses, student teaching.

Student teaching and field placement requirements:

 Students completing requirements for a secondary teaching certificate must have field experiences (inclusive of student teaching) in both the major and minor areas of study and in both middle and high school.

Students completing requirements for K-12 endorsement (special education, dance, music, art, kinesiology and Spanish) must have field experiences (inclusive of student teaching) at the elementary and secondary levels.

Students who complete requirements for an elementary teaching certificate must also have structured field experiences (inclusive of student teaching) at both the elementary and middle school levels (with the exception of Early Childhood candidates).

All Students must complete a minimum of three different diverse placements (inclusive of student teaching). Diverse placements are defined as a classroom with at least 20% racial diversity, at least 20% low socioeconomic diversity and inclusive of students with exceptionalities (special needs or gifted).

Student Teaching Opportunities:

In addition to a broad range of local student teaching opportunities, elementary and secondary teacher candidates may apply for off-campus student teaching through The Philadelphia Center; the Chicago Semester Program; Liverpool, UK; Interaction International; Hope comes to Watts, Los Angeles, California and the Rosebud Indian Reservation, South Dakota and various international settings (as available). The Department of Education website has updated information about off-campus student teaching opportunities.

After approval from the Department of Education, students fulfill their student teaching experience in urban, suburban or rural school districts.

MEETING PROFESSIONAL STANDARDS:

All students in education courses must demonstrate that they have met the Interstate Teacher Assessment and Support Consortium (InTASC Standards), as well as the National Education Technology Standards for Teachers (NETS*T) in order to be designated as “highly qualified” teachers.. The Department of Education has selected an electronic portfolio program (Chalk & Wire) that requires students to model core teaching standards and store artifacts and assessments over the course of the certification program. Utilizing this past work, teacher candidates will develop their student teaching professional portfolios to demonstrate they have met these professional standards. Graduates may continue the use of this program as they begin their careers.

certification:

After successful completion of all program requirements, graduates will qualify for a teaching certificate from the State of Michigan. Although teaching requirements vary among states, the Michigan certificate, through reciprocal certification agreements, is valid in many other states. Students desiring to teach outside of Michigan should confer with the Department' of Education's Director of Certification for specific requirements.

FINDING A TEACHING POSITION:

Special efforts are made by the Career Development Center to help teacher candidates secure teaching positions, but the college does not guarantee the placement of graduates in positions. Credentials packets must be completed during the student teaching semester. They are then managed either by the student or by a private online service.

Majors

For a complete list of education majors, see the department of education website.

Minors

For a complete list of education minors, see the department of education website.

Education

391. Research in Educational Practices — This course affords an opportunity for a student to pursue supervised projects in educational research under the direction of an education professor. The research topics and methods are varied. Registration is restricted and requires departmental approval. Ordinarily, no student will be permitted to register for this research practicum that has not taken basic course work in the educational program.
Prerequisites: Declared education major, Educ 220 and Educ 221, Educ 225 and Educ 226, Educ 270
0 Credits | Fall, Spring

Introductory Courses

220. Educational Psychology — This course focuses on the growth and development of children with special emphasis on their social, emotional, and intellectual development. Careful study of the learning process is emphasized and its implications for teaching and the classroom are examined. Students will be introduced to the department's Professional Abilities and program options.
Corequisites: Educ 221
3 Credits | Fall, Spring

221. Educational Psychology Field Placement — This field placement component is a corequisite with Educ 220 and will provide opportunities for students to work with mentor teachers in K-12 classrooms and to interact with children in large and small groups and/or one-to-one to discover the complexities of the teaching/learning process, and to determine if teaching is a desired career choice.
Corequisites: Educ 220
1 Credit | Fall, Spring

225. The Exceptional Child — This course is a study of accommodations for the person who deviates markedly from the norm – cognitively/mentally, physically, or socially – and requires special attention in regard to his/her educational development or behavior. Educ 220/221 are highly recommended prior to this course. Psy 100 is highly recommended for psychology majors prior to this course. Cross-listed with Psy 225. This may be used as an elective for the psychology major, but not the psychology minor.
Corequisites: Educ 226
3 Credits | Fall, Spring, Summer

226. The Exceptional Child Field Placement — This field placement component is a corequisite with Educ 225 and provides opportunities for interaction with persons with disabilities, at-risk students, as well as gifted and talented individuals.
Corequisites: Educ 225
1 Credit | Fall, Spring, Summer

241. Introduction to Emotional Impairments — This course provides an introduction for teaching students with emotional/behavior impairments. Definitions and characteristics of an emotional impairment will be emphasized as well as historical, philosophical, etiological, and specific theoretical models identified regarding educating students with emotional/behavioral impairments.
Corequisites: Educ 242
3 Credits | Spring

242. Field Experience: Emotional Impairment — This field placement provides an opportunity for students to work with individuals with emotional/behavioral impairments and observe how these individuals are serviced in the school setting.
Corequisites: Educ 241
1 Credit | Spring

251. Introduction to Assessment in Special Education — This course provides the knowledge and skills necessary to be successful in the area of special education assessment. Legal issues, technical understanding of assessment and reliability and validity concerning testing are examined. Investigation and application of appropriate assessment procedures and techniques for students with special needs are explored, and administration of various norm-referenced, criterion-referenced as well as informal tests are practiced and results written. Current research, state and federal guidelines, and literature resources are reviewed.
4 Credits | Fall

253. Introduction to Learning Disabilities — This course provides the foundation for teaching students with learning disabilities. Definitions and characteristics of a learning disability are emphasized in addition to historical perspectives and special education processes, programs and services at all levels - preschool through high school. In addition to exploring medically related issues, theoretical models and their implications for teaching students with learning disabilities are also addressed.
Corequisites: Educ 254
3 Credits | Fall

254. Field Experience: Learning Disabled — This field placement experience provides an opportunity for students to work with students with learning disabilities and observe how they are serviced in the school setting.
Corequisites: Educ 253
1 Credit | Fall

258. Observations and Assessment Practices in Early Childhood and Early Childhood Special Education — This course will introduce teacher candidates to early childhood assessment practices for children birth-age 8, appropriate assessment tools, develop an understanding of responsible assessment and ways to include families and other professionals in the process. In addition, they will enhance their understanding of the IEP/ IFSP requirements and how to adapt assessments strategies for young children with special needs. Furthermore, teacher candidates will have an opportunity to review program assessment by completing a program assessment tool such as the PQA, ELLCO, etc. Educ 315 is highly recommended concurrently with this course.
Corequisites: Educ 259
3 Credits | Spring

259. Observations and Assessment Practices in Early Childhood and Early Childhood Special Education — This field placement will help teacher candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement and evaluate experiences that promote positive development and learning for all children.
Corequisites: Educ 258
1 Credit | Spring

260. Social Studies for the Elementary and Middle School Teacher — This course addresses content topics from U.S. and world history, physical, cultural, and political geography; the structure and functions of local, state, and national government; the rights and responsibilities of citizenship; and principles of microeconomics and macroeconomics according to Elementary Certification Program Standards.
4 Credits | Fall, Spring | Social Science 2 (SS2)

270. Foundations of Education — This course surveys the historical, philosophical, and social foundations of American education, from Plato to the present, and the political structure that governs the Pre-K-12 education system. The course is designed as a companion to Educ 500, which explores financial, legal, and political issues in contemporary American education, and is taken during the student teaching semester. It is required that this course be taken concurrently with either Educ 220/221 or Educ 225/226.
2 Credits | Fall, Spring

275. Introduction to Secondary Education & Instruction Design — In this course, students pursuing secondary education will be introduced to the specific needs of working with adolescents and in secondary schools. Topics covered include professional standards, curriculum, assessment, lesson design, organizing for instruction, writing instructional objectives, differentiation, accommodations, using technology for teaching and learning, structures of secondary schools including models of co-teaching, and how to use data from and about students to implement effective instruction. Educ 275/276 is required for all secondary education students who enter Hope Fall 2015 and after. Music Education majors: Educ 276 is not required; Educ 275 is highly recommended to be taken concurrently with Mus 300 or Educ 225/226.
Prerequisites: Declared education major
Corequisites: Educ 276
2 Credits | Fall, Spring

276. Introduction to Secondary Education & Instruction Design Field Placement — This coordinated, supervised field experience occurs in a secondary classroom (grades 7-12). Music Education majors: Educ 276 is not required; Educ 275 is highly recommended to be taken concurrently with Mus 300 or Educ 225/226.
Prerequisites: Declared education major
Corequisites: Educ 275
1 Credit | Fall, Spring

295. Studies in Education — This course is designed to allow students at the sophomore and junior level to become involved in studies in special interest areas.
1-4 Credits | As Needed

Professional Sequence Courses

280. Literacy I: Reading and Language Arts, Birth to Third Grade — This course provides an in-depth examination of literacy issues which begin at birth and develop through the third grade. The six language arts (reading, writing, speaking, listening, viewing and visually representing) will be studied in an interactive, integrated manner to guide the prospective teacher through a developmentally appropriate, constructive analysis of emerging literacy. Through the use of children's literature, diagnosis and assessment, reading strategies, phonological awareness, writing and holistic approaches to instruction, the prospective teacher will be encouraged to adopt a flexible teaching stance which recognizes the diversity of learning styles and needs in the elementary classroom.
Prerequisites: Declared education major
Corequisites: Educ 281
3 Credits | Fall, Spring

281. Literacy I: Field Placement — This coordinated, supervised field placement occurs in an appropriate elementary school, Pre-K through grade three.
Prerequisites: Declared education major
Corequisites: Educ 280
1 Credit | Fall, Spring

282. Literacy II: Reading and the Language Arts, Grades 4-8 — This course focuses on the transitional reader. It is during grades 4 through 8 that the child will become an independent reader in the elementary or middle school classroom. Building on the foundation provided in Educ 280, prospective teachers will consider issues surrounding content area reading and the growing use of expository texts, informal and formal assessment, children's literature, and the integrated language arts. Additional attention will be paid to designing and conceptualizing instruction which engages all learners.
Prerequisites: Declared education major, Educ 280 and Educ 281
Corequisites: Educ 283
3 Credits | Fall, Spring, Summer

283. Literacy II: Field Placement — This coordinated, supervised field placement occurs in an appropriate elementary or middle school setting, grades 4-8.
Prerequisites: Declared education major, Educ 280 and Educ 281
Corequisites: Educ 282
1 Credit | Fall, Spring, Summer

285. Literacy in the Content Area — This course will focus on the integration of reading, writing, listening, speaking, viewing, and graphically representing into content subjects for grades 6-12. Course topics include: disciplinary literacy practices, generic literacy skills, modeling comprehension, differentiation, ELL, diverse learners, and assessment practices.
Prerequisites: Declared education major
Corequisites: Educ 286
3 Credits | Fall, Spring

286. Literacy in the Content Area Field Placement — This coordinated, supervised field placement occurs in an appropriate content area middle school or high school classroom.
Prerequisites: Declared education major
Corequisites: Educ 285
1 Credit | Fall, Spring

287. Classroom Management for Secondary Teachers — This course will examine critical dimensions of adolescent (ages 12-18) development and identify appropriate instructional structures which create effective middle and high school learning environments. Students will study, analyze, and link classroom and behavior management theories and techniques with issues of instructional design. This course is not required for Music Education majors.
Prerequisites: Declared education major
Corequisites: Educ 285 or Educ 360
2 Credits | Fall, Spring

305. Physical Geography — This course explores the basic concepts and terms related to the study of physical geography. The characteristics and uses of maps, globes, and other geographic tools and technologies are addressed. The course also identifies the characteristics of landmasses and the physical processes in their development, including the shapes and patterns on the earth’s surface, e.g., the atmosphere, the biosphere, the hydrosphere and the lithosphere.
Prerequisites: Declared education major
2 Credits | Fall

306. Cultural Geography — This course examines the geographical and climatic factors that have influenced the social and economic development of global populations. It analyzes the relationship of humans and their environment and explores the nature and complexity of earth’s cultural mosaics. It distinguishes the patterns and networks of economic interdependence on the earth’s surface with an emphasis on world health, religions, foods, gender relationships, etc.
Prerequisites: Declared education major
2 Credits | Fall

310. Elementary Curriculum and Methods (Math, Science, Social Studies) — This course provides an examination of elementary and middle school curriculum -- its philosophy; organization; methods of curriculum development, including single-subject and integrated designs; and methods of instruction, including emphases on high-level teaching practices, instructional modifications for students, and using technology in the classroom. Recommended for pre-student teaching semester.
Prerequisites: Declared education major, Educ 282 and Educ 283
Corequisites: Educ 311, Educ 312
5 Credits | Fall, Spring

311. Elementary Curriculum and Methods Field Placement — This field placement occurs in local elementary or middle school classrooms. Students will observe instruction, maintain classroom routines and work with individual students, small and large groups. Students are required to plan and teach at least two lessons. Recommended for the semester prior to student teaching.
Prerequisites: Declared education major, Educ 282 and Educ 283
Corequisites: Educ 310, Educ 312
1 Credit | Fall, Spring

312. Classroom Management for the Elementary and Middle School Teacher — This course provides an overview of classroom and behavior management techniques for elementary and middle school teachers in general education settings. Course topics will include classroom organization, setting individual and group behavioral expectations, developing and implementing classroom rules and procedures, working proactively with students, and analyzing a variety of behavioral management philosophies. Special Education majors do not take Educ 312, but rather Educ 356.
Prerequisites: Declared education major, Educ 282 and Educ 282
Corequisites: Educ 310, Educ 311
2 Credits | Fall, Spring

313. Theories of Child Development and Early Childhood Education — This course introduces teacher candidates to the field of early childhood education where they will get an opportunity to view typical and atypical behaviors of young children. All developmental areas will be covered (physical, adaptive, cognitive, social/emotional, language). Theories that influence young children’s development will be reviewed. Teacher candidates will explore national and state organizations/associations that set standards for early childhood programs.
Prerequisites: Declared education major
Corequisites: Educ 314
3 Credits | Fall

314. Theories of Child Development and Early Childhood Education Field Placement — In this field placement teacher candidates observe and analyze young children’s development an interactions. They keep reflective logs, and work with individual students as well as large and small groups of children.
Prerequisites: Declared education major
Corequisites: Educ 313
1 Credit | Fall

315. Planning and Implementing Curriculum and Instruction for Early Childhood — This course introduces teacher candidates to early childhood curriculum models for infants, toddlers, pre-schoolers and primary age children. They will have an opportunity to plan developmentally appropriate large and small group activities, appropriate transitions, behavioral strategies, activities supporting the arts and individual differences through in class assignments and field experiences. Educ 258 is highly recommended concurrently with this course.
Corequisites: Educ 316
3 Credits | Spring

316. Planning and Implementing Curriculum and Instruction for Early Childhood — This field placement will help teacher candidates to integrate their understanding of, and relationships with, children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.
Corequisites: Educ 315
1 Credit | Spring

319. Leadership Advocacy, and Administration in Early Childhood Programs — This course will help teacher candidates explore early childhood leadership principles. Social, economic, educational, cultural and political forces affecting early childhood issues will be addressed. Topics including budgets, personnel, professional development, program creation, licensing, curriculum, collaboration, grant writing, building maintenance, nutrition, advocacy, and leadership theories will be covered.
2 Credits | Fall

321. Teaching of Social Studies in the Secondary School — This course is designed to develop the knowledge, skills and theoretical considerations needed to teach social studies in the secondary classroom by providing pre-service teachers with a comprehensive overview of some of the most effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences for students. Using a synthesis of the College, Career, and Civic Life (C3) Framework, Michigan’s content expectations, and the Common Core State Standards for Literacy in History/Social Studies, emphasis is placed on the selection and /or design of rigorous and relevant student tasks and appropriate pedagogical scaffolding to support students’ engagement in those tasks. Teacher candidates will have multiple opportunities to engage in key pedagogical practices while receiving constructive feedback from both the instructor as well as peers through an instructional coaching model.
Prerequisites: Declared education major
Corequisites: Educ 322
3 Credits | Fall

322. Teaching of Social Studies in the Secondary School Field Placement — This field placement occurs in a social studies classroom in a middle or high school.
Prerequisites: Declared education major
Corequisites: Educ 321
1 Credit | Fall

323. Teaching of Mathematics in the Secondary School — Cross-listed as Math 323. See Math 323 for more information.

324. Teaching of Mathematics in the Secondary School Field Placement — Cross-listed as Math 324. See Math 324 for more information.

331. Teaching of Science in the Secondary School — This course introduces methods of teaching science at the secondary school level. Emphasis is placed on materials and techniques for the teaching of biology, chemistry, geology, and physics. Classroom management, student diversity, at risk students, cooperative learning in the science classroom, the Michigan Curriculum Benchmarks and Content Standards, student-centered activity-based lesson plans, long-term planning, and safe laboratory practices and techniques are topics included in this course.
Prerequisites: Declared education major
Corequisites: Educ 332
3 Credits | Fall, Summer

332. Teaching of Science in the Secondary School Field Placement — This field placement occurs in a science classroom in either a middle or high school.
Prerequisites: Declared education major
Corequisites: Educ 331
1 Credit | Fall, Summer

333. Secondary Special Education: Transition from School to Life — This course is designed to prepare teacher candidates to understand and work with students with disabilities at the secondary level, focusing on transition from school to life. This class provides an overview of historical foundations, legal federal implementations, best practices, programming, and assessments for secondary students in special education, and using these assessments to write the Transition Individualized Education Plan for high school students in Special Education. In addition, information about agencies, self-determination, vocational and post-school planning will be emphasized.
Prerequisites: Declared education major
2 Credits | Fall

342. Strategies and Programs for Students with Emotional Impairment/Behavior Disorders — This course provides a comprehensive study of the unique curricular and programming alternatives for school-aged students with emotional impairments and behavior disorders. Emphasis is placed upon the use of applied behavior analysis and evidence-based practices that address the needs of this student population. This course will move to 2 credits for all students seeking endorsement in Emotionally Impairment and enter Hope in Fall 2016 and after.
Prerequisites: Declared education major
2 Credits | Fall

352. Assessment, Prescription and Remediation in Special Education — This course provides an opportunity for students to apply assessment practices in the field in conjunction with a corresponding field experience. Students move through the assessment process from the selection of testing tools, to the administration of assessments, writing of a case study, and implementation of an Individualized Education Plan within the special education system.
Prerequisites: Declared education major, Educ 251
Corequisites: Educ 356, Educ 357 or Educ 358, Educ 359
1 Credit | Spring

356. Classroom and Behavior Management: L.D./E.I. — This course provides an in-depth study of classroom and behavior management for both general and special education pre-service teachers. It addresses strategies for changing inappropriate student behavior, including the unique needs of students with learning disabilities and emotional impairments and legislative provisions.
Prerequisites: Declared education major, Educ 241 or Educ 253 and Educ 254, Educ 251
Corequisites: Educ 352, Educ 357 or Educ 358, Educ 359
2 Credits | Spring

357. Field Experience: Learning Disabilities — This field placement provides an opportunity to integrate information addressed in Edu 352, 356 and 359 to special education field placement settings. Emphasis will be on application of assessment, lesson design, classroom and behavior management, and remediation techniques.
Prerequisites: Declared education major, Educ 251, Educ 253 and Educ 254
Corequisites: Educ 352, Educ 356, Educ 359
3 Credits | Spring

358. Field Experience: Emotionally Impaired — This placement provides an opportunity to integrate information addressed in Educ 352, 356 and 359 to special education field placement settings. Emphasis will be on application of assessment, lesson design, classroom and behavior management, and remediation techniques.
Prerequisites: Declared education major, Educ 241 and Educ 242, Educ 251
Corequisites: Educ 352, Educ 356, Educ 359
3 Credits | Spring

359. Elem/Middle School: Instructional Design for Students w/ Emotional/Behavioral & Learning Disorders — This course focuses on curricular methods and materials appropriate for instruction of students with high-incidence disabilities. Emphasis is placed on the development of programming and lesson planning based on specific objectives for the individual student with a disability. Focus areas include oral language, reading, written language, mathematics, computer-assisted instruction, co-teaching, consultation, and content areas related to teaching strategies.
Prerequisites: Declared education major, Educ 241 or Educ 253 and Educ 254, Educ 251
Corequisites: Educ 352, Educ 356, Educ 357 or Educ 358
4 Credits | Spring

360. Secondary Principles — This course is a study of secondary schools, with particular emphasis on principles and practices. The course topics include current issues, lesson and unit design, instructional strategies, assessment, technology, professionalism, educational reform, and working with adolescents. This course will move to 2 credits for all secondary education students who enter Hope in Fall 2015 or after.
Prerequisites: Educ 285 and Educ 286
Corequisites: Educ 361
2 Credits | Fall, Spring, Summer

361. Secondary Principles Field Experience — A coordinated, supervised field placement occurs in an appropriate content area middle or high school classroom.
Prerequisites: Educ 285 and Educ 286
Corequisites: Educ 360
1 Credit | Fall, Spring, Summer

380. Teaching of Secondary School English — Cross-listed as Engl 380. See Engl 380 for more information.

381. Teaching of English in the Secondary Schools Field Placement — Cross-listed as Engl 381. See Engl 381 for more information.

388. The Teaching of Second and World Languages K-12 — This course focuses on methods of teaching second and world (or foreign) languages in grades K-12. Required of those planning to teach these languages at the elementary and/or secondary levels.
Prerequisites: Declared education major
Corequisites: Educ 389
3 Credits | Fall

389. The Teaching of Second and World Languages K-12 Field Placement — This field placement occurs in a foreign language classroom at the elementary and/or secondary levels.
Prerequisites: Declared education major
Corequisites: Educ 388
1 Credit | Fall

390. English as a Second Language Practicum — This course examines the theoretical foundation of ESL/EFT teaching, current issues in ESL/EFL, and provides a guided practical experience in teaching English as a Second Language classes at the K-12 level.
Prerequisites: Declared education major
2 Credits | Fall, Spring

395. Studies in Education — A course offered in response to student and instructor interest. Topics are not generally covered in the regular course listings. Course may be taken multiple times if topics are different.
1-4 Credits | As Needed

420. Family and Child Centered Interventions in Diverse Cultural Contexts — This course will focus teacher candidates on recommended practices, theoretical perspectives, and current literature regarding young children, birth-8 years of age within the framework of their family, school, and community environments. The impact of cultural, ethnic, linguistic, and socio-economic diversity on development and learning will also be addressed. Teacher candidates will develop insight into the value of parents as educational partners. Educ 313 is highly recommended prior to this course.
Corequisites: Educ 421
3 Credits | Fall

421. Family and Child Centered Interventions in Diverse Cultural Contexts Field Placement — This field placement is taken concurrently with the Family and Child Centered Interventions in Diverse Cultural Context course. Field Placements may be at Women in Transition, Life Services-Parents as Teachers, Community Mental Health, Pathways (formerly Child and Family Services of Western Michigan), etc.
Corequisites: Educ 420
1 Credit | Fall

434. Secondary Special Education: Instructional Design — This course provides a study of theories, programs and strategies relative to adolescence, appropriate for use with students with learning and/or emotional/behavioral problems in the middle or high school setting. Emphasis will be placed on current pedagogical practices designed to meet the needs of secondary level students with disabilities.
Prerequisites: Declared education major, Educ 333, Educ 352, Educ 356, Educ 357 or Educ 358, Educ 359
Corequisites: Educ 453, Educ 454
2 Credits | Fall

453. Computers and Technology: Special Education — This course provides a study of the ways in which technology can enhance learning not only for students with disabilities, but for all students. Topics include legislative regulations, assistive technologies, universal design for learning, and current issues.
Prerequisites: Declared education major, Educ 333, Educ 352, Educ 356, Educ 357 or 358, Educ 359
Corequisites: Educ 434, Educ 454
2 Credits | Fall

454. Current Issues and Trends: Special Education — This course provides a discussion of issues affecting the field of special education as well as an overview of current research and programs.
Prerequisites: Declared education major, Educ 333, Educ 352, Educ 356, Educ 357 or 358, Educ 359
Corequisites: Educ 434, Educ 453
2 Credits | Fall

488. Cross Cultural Education — This course provides an opportunity for students to be immersed in a diverse culture while interacting with the residents of the area. They will teach in the schools or work with area agencies. Locations include the Rosebud Reservation in South Dakota and Watts, Los Angeles.
4 Credits | Summer

490. Independent Studies in Education — This course is for prospective teachers who wish to do advanced study in a special interest field. Approval for study must be given by the department chairperson prior to registration.
Prerequisites: Approval of department chairperson, Declared education major
1-5 Credits | Fall, Spring

Professional Semester Courses

455. Student Teaching Seminar — The student teaching seminar is a required component of the Professional Semester experience and is taken in conjunction with student teaching. It provides an opportunity to synthesize the student teaching experience and move the student teacher toward the world of teaching at a professional level. Meeting once a week, it offers information on the certification and employment search processes, while also presenting chances to reflect on their experiences and practice. Student teachers also meet with their college supervisors in order to examine their practice in the field.
Prerequisites: Declared education major
Corequisites: Educ 460 or Educ 465 or Educ 470 or Educ 480, or Educ 485
1 Credit | Fall, Spring

456. Early Childhood Student Teaching Seminar — Taken concurrently with Educ 475 (Birth–age 4) and Educ 470 or Educ 485. It is designed to provide an opportunity to synthesize the student teaching/internship experience and move the student teacher/intern towards the world of teaching at the lower elementary level and servicing young children in a professional manner. Meeting once a week, it provides an avenue for Early Childhood student teachers/interns to analyze, evaluate and discuss the student teaching/internship experience with others in similar settings, while also offering information on the certification and employment search processes. Student teachers/interns are also given the opportunity to connect with their college supervisors in order to examine and reflect on their practice in the field. Student teachers/interns completing the Early Childhood minor will participate in several Seminar sessions that include all student teachers; at times, however, they will meet specifically with other Early Childhood student teachers/interns.
Prerequisites: Declared education major
Corequisites: Educ 475, Educ 470 or Educ 485
1 Credit | Fall, Spring

460. Student Teaching, Learning Disabilities — This field-based, full-semester, clinical experience, supervised by the Department of Education, is done in cooperation with area school systems. The student is placed in a classroom for students with learning disabilities for the purpose of making application of previously acquired knowledge and skills. Offered for 9 credits for fall, 10 credits for spring. Double Special Education majors register for 5 credits during spring only.
Prerequisites: Declared education major
Corequisites: Educ 455
5-10 Credits | Fall, Spring

465. Student Teaching, Emotional Impairments — This field-based, full-semester, clinical experience, supervised by the Department of Education, is done in cooperation with area school systems. The student is placed in a classroom for students with emotional impairments which provides a vehicle for application of previously acquired knowledge and skills. Offered for 9 credits for fall, 10 credits for spring. Double special education majors register for 5 credits during spring only.
Prerequisites: Declared education major
Corequisites: Educ 455
5-10 Credits | Fall, Spring

470. Student Teaching in the Elementary/Middle School — This-field based, full-semester, supervised by the Department of Education, is done in cooperation with area school systems. Students are placed in elementary or middle school classrooms for a full semester’s clinical experience in order to develop and demonstrate knowledge and skills necessary to teach. Completion of content-area methods coursework and admission to the student teaching program are required. Spanish elementary majors register for 5 credits. Early childhood minors register for 6 credits. All other K-12 elementary track majors register for 10 credits.
Prerequisites: Declared education major
Corequisites: Educ 455 or Educ 456
5-10 Credits | Fall, Spring

475. Early Childhood Student Teaching (Birth-age 4) — All students seeking an Early Childhood Endorsement to their elementary teaching certificate will spend six weeks of the 16 week student teaching experience in a full-day placement in either an infant/toddler program, pre-primary, pre-school or pre-kindergarten setting. Teacher candidates will be supervised and evaluated by the Education Department. The student teaching experience will be done in cooperation with area schools, pre-schools, and infant/toddler programs. Teacher candidates will develop and demonstrate the knowledge, skills and dispositions necessary to teach.
Prerequisites: Declared education major
Corequisites: Educ 456, Educ 470
4 Credits | Fall, Spring

480. Student Teaching in the Secondary School — This field based, full semester, supervised by the Department of Education, is done in cooperation with area school systems. Students are placed in classes matching their major and/or minor areas of study at the middle or high school levels for a full semester’s clinical experience.
Prerequisites: Declared education major
Corequisites: Educ 455
10 Credits | Fall, Spring

485. Student Teaching in the Elementary and Secondary Schools (K-12) — This field based, full semester, supervised by the Department of Education, is done in cooperation with area school systems. A full semester’s clinical experience is provided at both the elementary and secondary levels, enabling students majoring in art, music, dance, kinesiology (physical education), and Spanish K-12 to obtain a K-12 endorsement. Spanish elementary majors register for 5 credits. All other secondary track majors register for 10 credits. Completion of content methods course(s) is highly recommended prior to this course.
Prerequisites: Educ 360 and Educ 361, Declared education major
Corequisites: Educ 455
5-10 Credits | Fall, Spring

500. Perspectives in Education — This seminar focuses on current critical issues facing K-12 education, including school finance, legal issues, unions, and school contracts. This is an 11-week course.
Prerequisites: Declared education major
1 Credit | Fall, Spring | Social Science 1 (SS1)

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