Education

Education

At Hanover, a community of teachers and learners prepares 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 critically reflective practice by seeking feedback and transforming assumptions to evaluate student learning and overall teaching effectiveness.
EDUCATOR PREPARATION PROGRAM WEBSITE

education.hanover.edu

Four-C-Logo-Education

HANOVER COLLEGE’S NETWORK OF EDUCATION PROFESSIONALS

As a Hanover education student, our professors, experienced clinical educators and your liberal arts professors will support and mentor you throughout your four years of study.

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

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

The Levett 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 job.

EDUCATION AT-A-GLANCE

  • Accredited by the Council for the Accreditation of Educator Preparation (CAEP).
  • 100% job placement rate of graduates seeking employment in the field of education.
  • 127 students enrolled in education courses.
  • 56 admitted teacher candidates.
  • 25 graduates (13 elementary, 12 secondary, 8 dual)
  • At least 100 hours actively engaged in public school classrooms, starting as early as first-year students.
  • 490 hours – the average number of required hours of supervised clinical experiences for student teaching.

LICENSURE AREAS

  • Grades K-6
  • Special Education Dual License P-12
  • Grades 5-12
    • English
    • Mathematics
    • Social Studies
      • Historical Perspectives
      • Government/Political Science
      • Economics
  • Biology/Life Science
  • Chemistry
  • Earth/Space Science
  • Physics
  • Spanish P-12
  • French P-12
  • Visual Arts P-12
  • Theatre P-12
  • Health and Physical Education P-12

“We place students in urban student teaching experiences in Indianapolis, Louisville, and Denver and within a 30 mile radius for local student teaching. Students are encouraged to be members of the Indiana Student Education Association(ISEA), which hosts state-level education leadership opportunities, professional development conferences and a speaker series. Our students also present development topics to practicing teachers and have been involved in research activities around best practice in education.”

Dustin Bailey
Associate Professor of Education

HOW DO HANOVER COLLEGE EDUCATOR PREPARATION PROGRAMS WORK?

  1. Pre-admission to the Program Students interested in becoming teachers should take our entry level course (EDU 221) as a first year student when possible to become familiar with classroom field work and the requirements of the Educator Preparation Program by meeting with Education faculty for advising. Other courses can be taken prior to admission including EDU 172 (Elementary Education requirement only), EDU 231, EDU 240, EDU 306, and the Special Education courses EDU 252, 253, 254, 255, 256.
  2. Decision Point One is formal admission to the Educator Preparation Program by the Teacher Education Committee. All sophomores should apply by the Oct. 15 deadline (students may appeal for late applications). Only admitted candidates may declare an Elementary Education Major or Secondary Education Dual Major and take upper level (Methods) EDU courses.
  3. Decision Point Two includes an interview and a professional portfolio review to ensure that students are ready for their Student Teaching assignment
  4. Decision Point Three includes successful student teaching assignment and a Decision Point Three Presentation as well as graduating with a bachelor’s degree in an approved teaching major.

“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

Special Education Dual Certification (K-12) is possible for both Elementary Education and Secondary Education candidates by completing the additional coursework. Special Ed certification is not a stand-alone program.

Courses

Number
Name
Units
Description

EDU 172 Exploring the Arts 1.00 An exploration of selected canonical works of visual art, music, literature, and theater. The class will emphasize isolating and analyzing formal elements of specific works, and understanding how these elements convey meaning and evoke emotion. Partially satisfies LA CCR..

EDU 206 Special Ed Assess: Literacy .50 Understanding the curriculum-based measurement process focused on literacy skills. Emphasis will be placed on the identification, data collection and measurement of a student within a field classroom. Tiered instruction and setting of learning goals will be highlighted. .50 Unit. Field experience required.

EDU 207 Special Education Assessment: Math .50 Understanding the curriculum-based measurement process focused on mathematics skills. Emphasis will be placed on the identification, data collection and measurement of a student within a field classroom. Tiered instruction and setting of learning goals will be highlighted. .50 Unit. Field experience required

EDU 216 Focus on the Arts 1.00 An inquiry into the relationships between the arts and other non-arts fields of knowledge and practice. Open to all students with no prior credit in 171. 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 Education & the American Culture 1.00 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. This course serves as the gateway to the teacher education program and must be completed before application to program. Partially satisfies HS CCR, satisfies W2 ACE.

EDU 226 Educational Technology 1.00 This course explores various tools that assist classroom instruction for a K-12 environment, integrating elements of design, implementation, and assessment. Learning Management Systems, and the use of software applications will be explored. Prerequisite: EDU 221. Satisfies the S ACE.

EDU 231 Education Law & Ethics 1.00 Overview of the legal framework affecting the organization and administration of public schools, including liability, financing, bargaining, student and teacher rights and curricular freedom; professional ethical decision-making, teacher conduct, and policy analysis are all explored.

EDU 240 Children's Literature 1.00 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 252 Professional Collaboration 1.00 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. Satisfies S ACE.

EDU 254 Special Education Law & Policy 1.00 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.

EDU 255 Classroom Management & PBIS 1.00 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.

EDU 256 Learning Environment & Transition 1.00 Learn how to plan, manage, and modify learning environments and how to assist students in successful life transition, goal setting, and community resources.

EDU 302 Elementary Methods: Social Studies .50 This course addresses the theory and practice of teaching social studies at the early childhood and middle childhood level. Problem-solving, hands-on, holistic, and multiple 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 and in the Education program. Field experience required. Prerequisite: Admission to the Program. Fee Charged.

EDU 304 Elementary Methods: Math 1.00 This course addresses the theory and practice of teaching mathematics at the early childhood and middle childhood level. Problem-solving, hands-on, holistic, and multiple 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 and in the Education program. Field experience required. Prerequisite: admission to the Program. Satisfies the S ACE.

EDU 305 Elementary Methods: Language Arts 1.00 This course addresses the theory and practice of teaching language arts at the early childhood and middle childhood level. Problem-solving, hands-on, holistic, and multiple 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 and in the Education program. Field experience required. Prerequisite: admission to the program. Satisfies the S ACE

EDU 310 Elementary Urban Experience 1.00 This course explores various elements of urban education, specifically around teaching diverse populations in a K-6 elementary environment. Students will travel to urban placements to interact and teach students with diverse backgrounds. Group differences such as race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background will be explored. Admission to teacher education program required.

EDU 312 Secondary Urban Experience 1.00 This course explores various elements of urban education, specifically around teaching diverse populations in a 5-12 secondary environment. Students will travel to urban placements to interact and teach students with diverse backgrounds. Group differences such as race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background will be explored. Admission to teacher education program required.

EDU 314 Sec Methods: Teaching Middle School 1.00 Addresses the purposeful design, planning, and delivery of instruction for grades 5-8 that clearly defines 1) the cognitive and physiological development of adolescents, 2) what is effective and engaging instruction, including necessary instructional interventions for a range of student abilities, interests, or cultural differences. Field experience required. Prerequisite: Admission to the Program. Fee Charged. Satisfies the W2 ACE.

EDU 315 Secondry Mthds:Teaching High School 1.00 Teaching High School. Addresses purposeful design and planning of instruction that focuses on teaching senior high school students in grades 9-12. Lesson design, curriculum theory, instructional practices, diverse learners, and management techniques relevant to a high school focus are all explored. Field experience required. Prerequisite: Admission to the Program. Satisfies the S ACE. Fee Charged.

EDU 330 Developmental Inquiry 1.00 This course will provide insight into the pedagogical frameworks that include lesson planning and design, assessment, classroom management, and delivery skills. Clinical field experiences in the local schools will be designed to provide students with a broad overview of the educational system exploring and comparing the educational context at the elementary, junior high or high school levels. Course work is done in conjunction with EDU 315. Prerequisite: EDU 221 and permission of instructor. Field work required.

EDU 332 Secondary Methods: Art 1.00 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: EDU 315. Satisfies the S ACE. Fee Charged.

EDU 333 Secondary Methods: Language Arts 1.00 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: 315. Satisfies S ACE. Fee Charged.

EDU 334 Secondary Methods: World Languages 1.00 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: 315. Satisfies S ACE. Fee Charged.

EDU 335 Secondary Methods: Mathematics 1.00 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: 315. Satisfies S ACE. Fee Charged.

EDU 336 Secondary Methods:Phys Edu & Health 1.00 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: 315. Satisfies S ACE. Fee Charged.

EDU 337 Secondary Methods: Science 1.00 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: 315. Satisfies S ACE. Fee Charged.

EDU 338 Secondary Methods: Social Studies 1.00 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: 315. Fee Charged.

EDU 340 Early Literacy/Development 1.00 Addresses early literacy instruction with emphasis on phonics; 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. Field experience required. Prerequisite: Admission to Program required. Fee Charged.

EDU 403 Assessment in a Cultural Context .50 . This course requires candidates to investigate, reflect on, and analyze various forms of assessment. The focus will be the varied cultural determinants that can influence student learning. Course work is done in conjunction with student teaching (EDU 455, 456, 458, 459). Prerequisites: 3.0 Major GPA and permission of instructor. 0.5 units.

EDU 440 Advanced Reading Interventions 1.00 This course is designed to be an advanced exploration of reading difficulties that occur in a p-12 learning environment. Identification and strategies to support reading difficulties such as dyslexia will be explored. Emphasis placed on tiered supports and curricular assessment. Prerequisite: EDU 340.

EDU 455 Student Teaching - Secondary School 4.00 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. Prerequisites: 3.0 Major GPA and permission of instructor. Fee Charged.

EDU 456 Student Teaching -Elementary School 4.00 Supervised teaching experiences and observations in an elementary classroom approved by the College. Campus seminars with the department. Fourteen weeks of full-time experience. 4 units. Graded on a Pass/Fail basis. Prerequisites: 3.0 Major GPA and permission of instructor. Fee Charged.

EDU 458 Integrated Student Teaching 4.00 Supervised student teaching experiences in the elementary or secondary College-approved setting focused on integrating mild interventions requirements along with the primary preparation focus. Campus seminars with the department. Fourteen weeks of full-time experience. 4 units. Graded on a Pass/Fail basis. Prerequisites: 3.0 Major GPA and permission of instructor. Fee charged.

EDU 459 Student Teaching: P-12 Environment 4.00 Supervised student teaching experiences in the elementary or secondary College-approved setting focused on content requirements (Physical Education & Health, Visual Arts, World Languages, and Theatre Arts) along a span of grades P-12. Campus seminars with the department. Fourteen weeks of full-time experience. 4 units. Graded on a Pass/Fail basis. Prerequisites: 3.0 Major GPA and permission of instructor. Fee Charged.

EDU 461 Senior Seminar 1.00 A comprehensive analysis of advanced reading methods and diagnostic strategies for assessing reading at the elementary level. Senior culminating experience. Prerequisite: senior major status.

Faculty and Staff

Tracy Ahlbrand Adjunct Student Teacher Supervisor Office Phone: (812) 866-0 ahlbrand@hanover.edu

Dustin Bailey Associate Provost for Assessment, Associate Professor of Education, Head of Educator Preparation Office Phone: (812) 866-7392 bailey@hanover.edu

Charles Bottorff Adjunct Instructor of Education Office Phone: (812) 866-0 bottorff@hanover.edu

Stephanie Courtney Adjunct Faculty - Education Department - Social Studies Methods Office Phone: (812) 866-0 courtney@hanover.edu

Daniel Grill Adjunct Instructor of Education Office Phone: (812) 866-0 grill@hanover.edu

Deborah Hanson Professor of Education Office Phone: (812) 866-7393 hanson@hanover.edu

Quinten Hizey Adjunct Faculty - Education Department - English Language Arts Methods Office Phone: (812) 866-0 hizeyq@hanover.edu

Donna Hubbard Adjunct Student Teacher Supervisor Office Phone: (812) 866-0 hubbardd@hanover.edu

Lydia Reardon Adjunct Instructor of Education Office Phone: (812) 866-0 reardon@hanover.edu

Jane Stormer '04 Adjunct Instructor of Education Office Phone: (812) 866-0 stormerj@hanover.edu

Jackie Thurston Adjunct Faculty - Education Department - Mathematics Methods Office Phone: (812) 866-0 thurston@hanover.edu

Karla Tobias-Bohle '06 Adjunct Instructor of Education Office Phone: (812) 866-0 tobiasbohle@hanover.edu

Karla Tobias-Bohle '06 Adjunct Instructor of Education Office Phone: (812) 866-0 tobiasbohle@hanover.edu

Cheryl Torline Education Student Services Coordinator/Teacher Licensing Advisor Office Phone: (812) 866-7390 torline@hanover.edu

Kay Williams Professor Emeritus/Adjunct Faculty - Education Department - Mathematics Methods Office Phone: (812) 866-0 willkay@hanover.edu