Education

At Hanover, a community of teachers and learners prepare committed, competent, culturally responsive, and critically reflective new teachers.

  • Committed to professional practice, ethical conduct, and diverse perspective.
  • Competent in pedagogical content knowledge and effective use of technology in a well-designed classroom.
  • Establishes high expectations for students in a culturally responsive manner that understands and values diverse learning needs, incorporating student talents and interests.
  • Engages in a critically reflective practice by seeking feedback and transforming assumptions to evaluate student learning and overall teaching effectiveness.

Hanover College’s Network of Education Professionals

As a Hanover education student, our professors, cooperating classroom teacher mentors and your liberal arts professors will support and mentor your throughout your four years of study.

You can choose to teach in a more urban setting like Philadelphia, Indianapolis, Cincinnati or Louisville.

Your professional network expands with each new field experience as resources and ideas are shared and tested.

The College Career Center creates your credential file and offers job fairs and workshops for you as you prepare to graduate and apply for a first-year teaching assignment.

"The most important lesson I took away is the confidence I needed to be more than a competent teacher, but to be a successful one. I cannot wait to continue to contribute to the lives of high school students after graduation."

Andrea L. Thomas '11

Education at-a-glance

  • Accredited by the National Council for Accreditation of Teacher Education (NCATE).
  • 100% job placement rate of graduates seeking employment in the field of education.
  • 54 declared candidates.
  • At least 100 hours actively engaged in public school classrooms, starting as early as freshman year.
  • 490 hours – the average number of required hours of supervised clinical experiences for student teaching.

LICENSURE AREAS

  • Elementary Education K-6
  • Special Education Dual License K-12
  • Secondary Education 5-12
    • English
    • Mathematics
    • Social Studies
      • Historical Perspectives
      • Government/Political Science
      • Economics
      • Sociology
      • Psychology
  • Biology
  • Chemistry
  • Earth/Space Science
  • Physics
  • Spanish
  • French
  • German
  • Health/Physical Education

Cross-Culturally Aware

Teacher certification at Hanover College requires at least one cross cultural experience that situates a teacher candidate in a culture different from their own (religious, ethnic or socio-economic). This could be mission work in Haiti, volunteer work in a soup kitchen in Indianapolis, student teaching in an urban setting or studying in Hanover's May term in another country.

How do Hanover College teacher certification programs work?

  • Take entry-level education courses and field experiences as a first-year student to become familiar with teacher certification requirements and expectations, education professors, area schools and what an Indiana teacher’s license means.
  • Apply to a teacher certification program as a sophomore.
  • Major in elementary education or in a liberal arts discipline that you want to teach with a secondary focus: mathematics, physics, biology, environmental science, geology, theater, visual arts, Spanish, German, French, English, history, political science, economics, health and movement studies, chemistry or psychology.
  • Obtain a dual-license to teach special education at the elementary or secondary level.
  • Complete a bachelor's degree and teacher certification coursework and 14 weeks of full-time student teaching in four years.
  • Complete the remaining Indiana Department of Education teacher licensing requirements: first aid and CPR certification, suicide prevention training, Indiana State Police records check, Pearson CORE pedagogy and content exams with passing scores and an online application.

Courses

Number
Name
Credits
Description
EDU 101
Inquiry in Elementary Education
0.25
A seminar course providing a framework for integrating pedagogical development issues specific to the elementary classroom, with a particular focus on an introduction to children's literacy. Standards are delineated for teacher licensing and students develop critical reflection about dispositions related to teaching and p-12 grade students.
EDU 102
Inquiry in Secondary Education
0.25
A seminar course providing a framework for integrating pedagogical development issues specific to adolescent identity, adolescent literacy for the secondary education. The relationship between a liberal arts education and the teaching profession is explored. Standards are delineated for teacher licensing and students develop critical reflection about dispositions related to teaching and p-12 grade students.
EDU 201
Inquiry in Education II
0.25
Seminar courses providing a framework for integrating pedagogical development issues specific to diversity and the culture of poverty along with developing an educational portfolio related to teaching standards.
EDU 216
Focus on the Arts
1
An inquiry into the relationships between the arts and other non-arts fields of knowledge and practice. Open to all students with no prerequisite. Required for Edu students who have not taken GW 117/118. Does not count towards major or minors in Art, Art History, or Music. Does not count towards the major in Theatre, but is required for Theatre students in the teacher certification program.
EDU 221
Foundations of Education
1
A survey of the historical, philosophical, and societal influences on the profession of teaching and assessment of the effectiveness of school reform in relation to the curriculum, student diversity, school governance, and funding. Open only to freshmen and sophomores considering teaching as a profession. Includes field experience.
EDU 230
Instruction for Diverse Learners
1
Literature review, case-study development, and experience in inclusive classroom settings, all focusing on effective teaching strategies or interventions for students who have exceptional needs in school. Models for English Language Learners, multicultural curriculum, and studies of cultures are explored. Field experience required.
EDU 240
Children's Literature
1
A survey of literature that is appropriate for use in elementary and secondary school classrooms. Areas of emphasis include genre study, integration of trade books into the content areas, attention to diversity and multicultural literature, and ways to use and share literature. Recommended for those in elementary education or English majors pursuing secondary education certification.
EDU 302
Social Studies Teaching & Inquiry
0.5
Address the theory and practice of teaching the indicated subjects at the middle childhood level. Problem-solving, hands-on, holistic, and multi-intelligence instructional approaches are emphasized. Content specific and interdisciplinary lesson plans and student assessments are developed in accordance with student and teacher standards. Mentoring relationships are established in community classrooms, in the Education program, and in the liberal arts major. Field experience required. Prerequisite: 221. .50 unit.
EDU 303
Science & Health Teaching & Inquiry
0.5
Address the theory and practice of teaching the indicated subjects at the middle childhood level. Problem-solving, hands-on, holistic, and multi-intelligence instructional approaches are emphasized. Content specific and interdisciplinary lesson plans and student assessments are developed in accordance with student and teacher standards. Mentoring relationships are established in community classrooms, in the Education program, and in the liberal arts major. Field experience required. Prerequisite: 221. .50 unit.
EDU 304
Mathematics Teaching & Inquiry
0.5
Address the theory and practice of teaching the indicated subjects at the middle childhood level. Problem-solving, hands-on, holistic, and multi-intelligence instructional approaches are emphasized. Content specific and interdisciplinary lesson plans and student assessments are developed in accordance with student and teacher standards. Mentoring relationships are established in community classrooms, in the Education program, and in the liberal arts major. Field experience required. Prerequisite: 221. .50 unit.
EDU 305
Language Arts Teaching & Inquiry
1
Address the theory and practice of teaching the indicated subjects at the middle childhood level. Problem-solving, hands-on, holistic, and multi-intelligence instructional approaches are emphasized. Content specific and interdisciplinary lesson plans and student assessments are developed in accordance with student and teacher standards. Mentoring relationships are established in community classrooms, in the Education program, and in the liberal arts major. Field experience required. Prerequisite: 221.
EDU 306
Integrating Tech. in Instruction
0.5
A course designed for elementary and secondary teacher certification. Addresses use of technology to support instruction, assessment, different student configurations in the classroom, and diverse student needs. Prerequisite: Edu 221 or Edu 230. 0.50 unit.
EDU 316
Curriculum, Planning and Assessment
1
Addresses purposeful design and planning of instruction that clearly defines (1) what the teacher wants students to be able to do and understand; (2) what evidence of student learning the teacher will accept, and 3) what is effective and engaging instruction, including necessary instructional interventions for a range of student abilities, interests, or cultural differences. Field experience required. Prerequisite: 221.
EDU 332
Secondary Methods: Art
1
Addresses purposeful design and delivery of art instruction, assessment of student learning based on the arts processes and content standards; and relevant technological and print literacy. Field experience required. Prerequisite: 316.
EDU 333
Secondary Methods: Language Arts
1
In depth study of Language Arts standards; teaching strategies relevant to reading, writing, speaking, and listening; appropriate and varied assessment strategies, lesson and unit planning, and practice teaching in a local classroom settings. The use of multi-cultural content will be emphasized. Field experience required. Prerequisite: 316.
EDU 334
Secondary Methods: World Languages
1
Addresses purposeful design and delivery of world language instruction, assessment of student learning based on world language processes and content standards; and relevant technological and print literacy. Field experience required. Prerequisite: 316.
EDU 335
Secondary Methods: Mathematics
1
Addresses purposeful design and delivery of mathematics instruction, assessment of student learning based on mathematics processes and content standards; and relevant technological and print literacy. Field experience required. Prerequisite: 316.
EDU 336
Secondary Methods:Phys Edu & Health
1
Addresses purposeful design and delivery of physical education and health instruction, assessment of student learning based on physical education/health processes and content standards; and relevant technological and print literacy. Prerequisite: 316.
EDU 337
Secondary Methods: Science
1
Addresses purposeful design and delivery of science instruction, assessment of student learning based on science processes and content standards, and relevant technological and print literacy. Field experience required. Prerequisite: 316.
EDU 338
Secondary Methods: Social Studies
1
Addresses purposeful design and delivery of social studies instruction which promotes student learning and development of critical- thinking, problem-solving, and performance skills, assessment of student learning based on those social studies processes and content standards; and relevant technological and print literacy. Field experience required. Prerequisite: 316.
EDU 340
Early Literacy/Development
0.5
Investigates approaches to studying young children; the physical-motor, psychosocial, cognitive, language, and literacy development; and home, school and community influences on a child's life. Prerequisite: 221. .50 unit.
EDU 352
Professional Collaboration
1
Service delivery models, working with families, case conference process, moral and ethical conduct, Intro to the IEP process. Designed to assist students in building their collaborative skills, including effective communication and professionalism. No Prerequisite.
EDU 353
Instruction and Assessment
1
Understanding diagnosis, identification, data collection and measurement, Response to Intervention, goal development, and Curriculum-Based Measurement. Differentiating and/or individualizing instruction for all learners and developing classroom management skills are emphasized. Field experience required. Prerequisite: EDU 230
EDU 354
Special Education Law & Policy
1
Basic educational rights of students with disabilities alongside teacher and school legal responsibilities with a focus on the five main principles that form the basics of special education law: Free appropriate public education, least restrictive environment, parent and student participation, Individualized Education Program (IEP), and due process protections. Prerequisite: EDU 230
EDU 355
Classroom Management & PBIS
1
Classroom management, PBIS, FBA process and BIP development, redirections, and proactive supports are discussed. Students will learn how to manage and prevent school-based behaviors, teach problem-solving skills, and to collect and interpret data around student behavior. Field experience required. Prerequisite: EDU 230
EDU 356
Learning Environments & Transition
1
Learn how to plan, manage, and modify learning environments and how to assist students in successful life transition, goal setting, and community resources. Prerequisite: EDU 230
EDU 455
Student Teaching - Secondary School
4
Supervised student teaching experiences and observations in secondary school classrooms approved by the College. Campus seminars with the department. Fourteen weeks of full-time experience. 4 units. Graded on a Pass/Fail basis. Fee charged. Prerequisites: 2.67 GPA, Edu 33X, Edu 316.
EDU 456
Student Teaching -Elementary School
4
Supervised teaching experiences in an elementary classroom approved by the College, the public school, and the Education Department. Includes conferences and seminars arranged by the College supervisor. Prerequisites: 221, 230, 302, 303, 304, 305. Fourteen weeks of full-time experience, beginning in August or January on the first scheduled day for the cooperating teacher. 4 units. Graded on a Pass/Fail basis. Fee charged.

Faculty