ABOUT THE PROGRAM - Hope College · 2019-10-11 · • Demonstrated competency of reading, math and...

HOPE COLLEGE | EDUCATION

E D U C A T I O NThe Department of Education prepares students to teach in elementary and secondary schools.

A B O U T T H E P R O G R A MHope College's Teacher Education programs are approved by the Michigan Department ofEducation. The Council for the Accreditation of Educator Preparation (CAEP) recognizes theDepartment 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 preparationprograms.

To fulfill the requirements for graduation and for certification, all teacher candidates planningon a professional teaching career must complete a major and a minor in an approved academicfield, all general education requirements, and the professional education course sequence.This sequence introduces the theoretical foundations of creative and responsible teaching andsimultaneously provides clinical experiences for teacher candidates to put theory into practice.Teacher candidates complete a minimum of five clinical experiences in area schools prior tostudent teaching. Throughout the professional sequence, prospective teachers develop increasingcompetence and confidence in the professional abilities identified by education faculty. Theseabilities 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 andAssociation of Supervision and Curriculum Development, offer professional development andservice opportunities for teacher education candidates. A student chapter of NAEYC (NationalAssociation of the Education of Young Children) will be available soon. Teacher candidates arealso given opportunity and encouraged to engage in research projects and to attend and present atstate, regional and national conferences.

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

1 HOPE.EDU/CATALOG | 2019 - 2020 CATALOG


of education, such as reading, curriculum development, special education, counseling andadministration.

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 MichiganDepartment of Education or the Michigan State Board of Education. Teacher candidates shouldconsult Department of Education personnel and/or the Department of Education website toensure that they have received updated information.

TEACHER PREPARATION PROGRAMS :

Teacher candidates planning to teach in elementary and secondary schools must be formallyadmitted to the Teacher Education program. Application for admission to the Teacher Educationprogram is made following the successful completion of the required introductory courses andclinical experiences. Michigan law, as well as some other state laws, prohibit an individual fromobtaining or maintaining a valid certification if the individual has any of several listed criminalconvictions. The Hope Department of Education will evaluate criminal convictions to determinean individual’s likelihood of obtaining a teacher certificate and whether the individual will beadmitted into the program. Application information and procedures can be accessed online onthe Department of Education website.

Teacher candidates are urged to plan their programs carefully and should begin that process earlyin their college careers. Teacher candidates are expected to meet individually with educationfaculty for advising. Teacher candidates typically begin the teacher education sequence withEducation 220/221 during their freshman or sophomore year and reserve one semester of thesenior year for student teaching. Application for student teaching must be made two semestersbefore the student teaching semester. Information about required courses is available on thedepartment website.

All program requirements must be completed for teacher candidates to be recommended for ateaching certificate in the State of Michigan. Program requirements include:*

• Formal admission to the Teacher Education program.

HOPE.EDU/CATALOG | 2019 - 2020 CATALOG 2


• Satisfy the general education requirements for the B.S., B.A. or B.Mus. degree at HopeCollege.

• Completion of the Professional Education Sequence which has been established.• Earn a C+ or better grade in each education professional sequence course in levels 2 and 3

and corresponding clinical experiences.• 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 GPAfor all college coursework at Hope College.

• Complete the requirements for a major and minor** approved by the Department ofEducation and affirmed by the Michigan Department of Education.

• Pass the required Michigan Tests for Teacher Certification (MTTC) in appropriate areas.• 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. Teacher candidates must meetState of Michigan and Department of Education requirements for teacher certification in effect atthe time application is made.

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

A COMPLETED APPLICATION INCLUDES THE FOLLOWING ITEMS:

• Completion of two orientation sessions (Education Department and Chalk & Wire)• Declared Education major• Three faculty recommendations• Demonstrated competency of reading, math and writing through SAT scores, or ACT scores

or alternative options• Successful completion of EDUC 220, 221, 225, 226, 270• Completed ISTE portfolio (for EDUC 220, 225, 270)• Statements for IDS 200, Confidentiality, Criminal Background Check and Commitment to

Professionalism• Program Completion Plan (with advisor)• Overall GPA of 2.75 or higher

All policies that pertain to the application process to the Teacher Education program, the continuation throughthe course sequence, the process for assignment to a student teaching placement and final approval for Michigancertification 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/academics/education/). Teacher candidates 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 thestudent’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, SocialStudies or English Language Arts. The candidates must also complete a prescribed PlannedProgram minor consisting of three content areas, as well as course work in Health/PhysicalEducation, World Languages and the Arts; or 2) Teacher Education Candidates who select aComprehensive major must also declare a Special Education major (Emotional Impairmentsand/or Learning Disabilities), a Spanish K-12 major or an Early Childhood minor. Anendorsement in ESL can be added to either option. 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 anEmotional Impairments or Learning Disabilities major is selected at the secondary level, thecandidate must declare an English or Mathematics minor (See Department of Education websitefor details). An endorsement in ESL can be added to any track. Complete EDUC 220, 221, 225,226, 270, 275, 276, 285, 286, 287, 360, 361, 455, 480 or 485, 500 and methods courses in themajor and minor fields.

Special education:

The Department of Education offers majors in the areas of K-12 Emotional Impairments andK-12 Learning Disabilities. Teacher candidates follow either the Elementary or Secondarycertification track. Teacher candidates complete courses as listed for elementary or secondary aswell as EDUC 241, 242, 251, 253, 254, 333, 342, 352, 356, 357, 358, 359, 434, 453, 454, studentteaching, PSYC 230, 320/235.

K-12 Teaching specialists:

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

Student teaching and clinical placement requirements:

Teacher candidates completing requirements for a secondary teaching certificate must haveclinical experiences (inclusive of student teaching) in both the major and minor areas of study andin both middle and high school.



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

Teacher candidates who complete requirements for an elementary teaching certificate must alsohave structured clinical experiences (inclusive of student teaching) at both the elementary andmiddle school levels (with the exception of Early Childhood candidates).

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

Student Teaching Opportunities:

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

After approval from the Department of Education, teacher candidates fulfill their student teachingexperience in urban, suburban or rural school districts.

MEETING PROFESSIONAL STANDARDS:

All teacher candidates in education courses must demonstrate that they have met the InterstateTeacher Assessment and Support Consortium (InTASC Standards), as well as the NationalEducation Technology Standards for Teachers (NETST) in order to be designated as “highlyqualified” teachers. The Department of Education has selected an electronic portfolio program(Chalk & Wire) that requires teacher candidates to model core teaching standards and storeartifacts and assessments over the course of the certification program. Utilizing this past work,teacher candidates will develop their student teaching professional portfolios to demonstrate theyhave met these professional standards. Graduates may continue the use of this program as theybegin their careers.

certification:

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



FINDING A TEACHING POSITION:

Special efforts are made by the Boerigter Center for Calling and Career to help teachercandidates secure teaching positions, but the college does not guarantee the placement ofgraduates in positions. Credentials packets must be completed during the student teachingsemester. They are then managed either by the student or by a private online service.

M A J O R SFor a complete list of education majors, see the department of education website.

M I N O R SFor a complete list of education minors, see the department of education website.


https://hope.edu/catalog//academic/education/requirements/index.htm

https://hope.edu/catalog//academic/education/requirements/index.htm


C O U R S E S

INTRODUCTORY COURSESEDUC 220 - Educational PsychologyThis course focuses on the growth anddevelopment of children with special emphasison their social, emotional, and intellectualdevelopment. Careful study of the learningprocess is emphasized and its implications forteaching and the classroom are examined.Students will be introduced to the department'sProfessional Abilities and program options.Credits Awarded: 3Terms Offered: Fall, SpringCorequisites: Educ 221

EDUC 221 - Educational Psychology FieldPlacementThis clinical experience is a corequisite withEduc 220 and will provide opportunities forstudents to work with mentor teachers in K-12classrooms and to interact with children inlarge and small groups and/or one-to-oneto discover the complexities of the teaching/learning process, and to determine if teaching isa desired career choice.Credit Awarded: 1Terms Offered: Fall, SpringCorequisites: Educ 220

EDUC 225 - The Exceptional Child andAdolescentThis course provides an introduction tocategories of disabilities, the legal and historicalfoundations of special education, identification,and referral and IEP processes when workingwith individuals identified as exceptional, gifted,English Language Learners, and/or at-risk.This course addresses differentiation, includingmodifications, accommodations, technologies,and Universal Design for Learning. ED 220/221are highly recommended prior to this course.Cross-listed with PSY 225. This may be used asan elective for the psychology major, but not thepsychology minor.Credits Awarded: 3Terms Offered: Fall, Spring, SummerCorequisites: Educ 226

EDUC 226 - The Exceptional Child andAdolescent Clinical ExperienceThis clinical experience provides opportunitiesfor interaction with persons identified asexceptional, gifted, English Language Learners,and/or at-risk in public, charter, private schools,residential facilities, or community agencies.Teacher candidates will participate as aides,tutors, and instructors with individuals and smallgroups.Credit Awarded: 1Terms Offered: Fall, Spring, SummerCorequisites: Educ 225



EDUC 241 - Introduction to EmotionalImpairmentsThis course provides an introduction forteaching students with emotional/behaviorimpairments. Definitions and characteristics ofan emotional impairment will be emphasized aswell as historical, philosophical, etiological, andspecific theoretical models identified regardingeducating students with emotional/behavioralimpairments.Credits Awarded: 3Terms Offered: SpringCorequisites: Educ 242

EDUC 242 - Field Experience: EmotionalImpairmentThis clinical experience provides an opportunityfor Hope students to work with individualswith emotional/behavioral impairments andobserve how to service these individuals inschool settings.Credit Awarded: 1Terms Offered: SpringCorequisites: Educ 241

EDUC 251 - Assessment, Data and IEP inSpecial EducationThis course provides the knowledge and skillsnecessary to administer formal and informalassessments and use this data to create strength-based Individual Education Plans (IEPs). Legalissues, evidence-based practices, technicalunderstanding of assessment, and reliabilityand validity concerning testing are examined.Administration of various norm-referenced,criterion-referenced, Curriculum-BasedAssessments, observations and informal testsare practiced. This information will be used todevelop IEPs while evaluating the effectivenessof instruction using progress-monitoringtechniques. This course transitions from 2 to 4credits for students entering Hope Fall 2019 orafter.Credits Awarded: 4Terms Offered: Fall, SpringPrerequisites: Educ 225 and Educ 226

EDUC 252 - Advanced Reading and LiteracyPractices for Special Education (K-12)This course is designed to meet the individualneeds of students who are experiencingsignificant difficulties with reading skills in K-12classrooms. Emphasis is placed on evidence-based practices, assessment-driven instruction,and strategies that meet the unique needs ofat-risk readers and students with disabilities inthe K-12 setting. This course provides manyopportunities for guided independent practiceof skills while allowing the teacher candidate toexplore and analyze the use of research-basedstrategies with struggling readers.Credits Awarded: 4Terms Offered: Fall, SpringPrerequisites: Educ 220 and Educ 221, Educ 225and Educ 226



EDUC 253 - Introduction to LearningDisabilitiesThis course provides the foundation for teachingstudents with learning disabilities. Definitionsand characteristics of a learning disability areemphasized in addition to historical perspectivesand special education processes, programs andservices at all levels - preschool through highschool. In addition to exploring medically relatedissues, theoretical models and their implicationsfor teaching students with learning disabilitiesare also addressed.Credits Awarded: 3Terms Offered: FallCorequisites: Educ 254

EDUC 254 - Field Experience: LearningDisabledThis clinical experience provides an opportunityfor Hope teacher candidates to work withstudents with learning disabilities and observehow they are serviced in the school setting.Teacher candidates focus on experiences ina special education setting at the elementary,middle, or high school level.Credit Awarded: 1Terms Offered: FallCorequisites: Educ 253

EDUC 258 - Observations and AssessmentPractices in Early Childhood and EarlyChildhood Special EducationThis course will introduce teacher candidatesto early childhood assessment practices forchildren birth-age 8, appropriate assessmenttools, develop an understanding of responsibleassessment and ways to include families andother professionals in the process. In addition,they will enhance their understanding of theIEP/ IFSP requirements and how to adaptassessments strategies for young children withspecial needs. Furthermore, teacher candidateswill have an opportunity to review programassessment by completing a program assessmenttool such as the PQA, ELLCO, etc. Educ 315is highly recommended concurrently with thiscourse.Credits Awarded: 3Terms Offered: SpringPrerequisites: Declared education majorCorequisites: Educ 259

EDUC 259 - Observations and AssessmentPractices in Early Childhood and EarlyChildhood Special EducationThis clinical experience will help teachercandidates integrate their understanding ofand relationships with children and families;their understanding of developmentally effectiveapproaches to teaching and learning; andtheir knowledge of academic disciplines todesign, implement and evaluate experiences thatpromote positive development and learning forall children.Credit Awarded: 1Terms Offered: SpringPrerequisites: Declared education majorCorequisites: Educ 258



EDUC 260 - Social Studies for theElementary and Middle School TeacherThis course addresses content topics from U.S.and world history, physical, cultural, and politicalgeography; the structure and functions of local,state, and national government; the rights andresponsibilities of citizenship; and principles ofmicroeconomics and macroeconomics accordingto Elementary Certification Program Standards.Credits Awarded: 4Terms Offered: Fall, SpringAttribute: Social Science 2 (SS2)

EDUC 270 - Foundations of EducationThis course surveys the historical, philosophical,and social foundations of American education,from Plato to the present, and the politicalstructure that governs the Pre-K-12 educationsystem. The course is designed as a companionto Educ 500, which explores financial, legal,and political issues in contemporary Americaneducation, and is taken during the studentteaching semester. It is required that this coursebe taken concurrently with either Educ 220/221or Educ 225/226.Credits Awarded: 2Terms Offered: Fall, Spring

EDUC 275 - Introduction to SecondaryEducation & Instruction DesignIn this course, students pursuing secondaryeducation will be introduced to the specific needsof working with adolescents and in secondaryschools. Topics covered include professionalstandards, curriculum, assessment, lesson design,organizing for instruction, writing instructionalobjectives, differentiation, accommodations,using technology for teaching and learning,structures of secondary schools includingmodels of co-teaching, and how to use datafrom and about students to implement effectiveinstruction. Educ 275/276 is required for allsecondary education students who enter HopeFall 2015 and after. Music Education majors:Educ 276 is not required; Educ 275 is highlyrecommended to be taken concurrently withMus 300 or Educ 225/226.Credits Awarded: 2Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 276

EDUC 276 - Introduction to SecondaryEducation & Instruction Design FieldPlacementThis coordinated, supervised clinical experienceoccurs in a secondary classroom (grades 7-12).Music Education majors: Educ 276 is notrequired; Educ 275 is highly recommended tobe taken concurrently with Mus 300 or Educ225/226.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 275



EDUC 295 - Studies in EducationThis course is designed to allow students at thesophomore and junior level to become involvedin studies in special interest areas.Credits Awarded: 1-4Terms Offered: As Needed

P R O F E S S I O N A L S E Q U E N C E C O U R S E SEDUC 280 - Literacy I: Reading andLanguage Arts, Birth to Third GradeThis course provides an in-depth examination ofliteracy issues which begin at birth and developthrough the third grade. The six language arts(reading, writing, speaking, listening, viewingand visually representing) will be studied inan interactive, integrated manner to guide theprospective teacher through a developmentallyappropriate, constructive analysis of emergingliteracy. Through the use of children's literature,diagnosis and assessment, reading strategies,phonological awareness, writing and holisticapproaches to instruction, the prospectiveteacher will be encouraged to adopt a flexibleteaching stance which recognizes the diversityof learning styles and needs in the elementaryclassroom.Credits Awarded: 3Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 281

EDUC 281 - Literacy I: Field PlacementThis coordinated, supervised clinical experienceoccurs in an appropriate elementary school, Pre-K through grade three.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 280

EDUC 282 - Literacy II: Reading and theLanguage Arts, Grades 4-8This course focuses on the transitional reader.It is during grades 4 through 8 that the childwill become an independent reader in theelementary or middle school classroom.Building on the foundation provided in Educ280, prospective teachers will consider issuessurrounding content area reading and thegrowing use of expository texts, informal andformal assessment, children's literature, and theintegrated language arts. Additional attentionwill be paid to designing and conceptualizinginstruction which engages all learners.Credits Awarded: 3Terms Offered: Fall, Spring, SummerPrerequisites: Declared education major, Educ 280and Educ 281 with a grade of C+ or betterCorequisites: Educ 283

EDUC 283 - Literacy II: Field PlacementThis coordinated, supervised clinical experienceoccurs in an appropriate elementary or middleschool setting, grades 4-8.Credit Awarded: 1Terms Offered: Fall, Spring, SummerPrerequisites: Declared education major, Educ 280and Educ 281Corequisites: Educ 282



EDUC 285 - Literacy in the Content AreaThis course will focus on the integration ofreading, writing, listening, speaking, viewing, andgraphically representing into content subjects forgrades 6-12. Course topics include: disciplinaryliteracy practices, generic literacy skills, modelingcomprehension, differentiation, ELL, diverselearners, and assessment practices.Credits Awarded: 3Terms Offered: Fall, SpringPrerequisites: Declared education major, Educ 275and Educ 276 with a grade of C+ or betterCorequisites: Educ 286

EDUC 286 - Literacy in the Content AreaField PlacementThis coordinated, supervised clinical experienceoccurs in an appropriate content area middleschool or high school classroom.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education major, Educ 275and Educ 276Corequisites: Educ 285

EDUC 287 - Classroom Management forSecondary TeachersThis course will examine critical dimensionsof adolescent (ages 12-18) development andidentify appropriate instructional structureswhich create effective middle and high schoollearning environments. Students will study,analyze, and link classroom and behaviormanagement theories and techniques withissues of instructional design. This course is notrequired for Music Education majors.Credits Awarded: 2Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 285 or Educ 360

EDUC 305 - Physical GeographyThis course explores the basic concepts andterms related to the study of physical geography.The characteristics and uses of maps, globes,and other geographic tools and technologiesare addressed. The course also identifies thecharacteristics of landmasses and the physicalprocesses in their development, including theshapes and patterns on the earth’s surface, e.g.,the atmosphere, the biosphere, the hydrosphereand the lithosphere.Credits Awarded: 2Terms Offered: FallPrerequisites: Declared education major

EDUC 306 - Cultural GeographyThis course examines the geographical andclimatic factors that have influenced thesocial and economic development of globalpopulations. It analyzes the relationship ofhumans and their environment and exploresthe nature and complexity of earth’s culturalmosaics. It distinguishes the patterns andnetworks of economic interdependence onthe earth’s surface with an emphasis on worldhealth, religions, foods, gender relationships, etc.Credits Awarded: 2Terms Offered: FallPrerequisites: Declared education major



EDUC 310 - Elementary Curriculum andMethods (Math, Science, Social Studies)This course provides an examination ofelementary and middle school curriculum-- its philosophy; organization; methods ofcurriculum development, including single-subject and integrated designs; and methods ofinstruction, including emphases on high-levelteaching practices, instructional modificationsfor students, and using technology in theclassroom. Recommended for pre-studentteaching semester.Credits Awarded: 5Terms Offered: Fall, SpringPrerequisites: Declared education major, Educ 282and Educ 283 with a grade of C+ or betterCorequisites: Educ 311, Educ 312

EDUC 311 - Elementary Curriculum andMethods Field PlacementThis clinical experience occurs in localelementary or middle school classrooms.Students will observe instruction, maintainclassroom routines and work with individualstudents, small and large groups. Students arerequired to plan and teach at least two lessons.Recommended for the semester prior to studentteaching.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education major, Educ 282and Educ 283Corequisites: Educ 310, Educ 312

EDUC 312 - Classroom Management for theElementary and Middle School TeacherThis course provides an overview of classroomand behavior management techniques forelementary and middle school teachers ingeneral education settings. Course topicswill include classroom organization, settingindividual and group behavioral expectations,developing and implementing classroom rulesand procedures, working proactively withstudents, and analyzing a variety of behavioralmanagement philosophies. Special Educationmajors do not take Educ 312, but rather Educ356.Credits Awarded: 2Terms Offered: Fall, SpringPrerequisites: Declared education major, Educ 282and Educ 282 with a grade of C+ or betterCorequisites: Educ 310, Educ 311

EDUC 313 - Theories of Child Developmentand Early Childhood EducationThis course introduces teacher candidates tothe field of early childhood education wherethey will get an opportunity to view typicaland atypical behaviors of young children.All developmental areas will be covered(physical, adaptive, cognitive, social/emotional,language). Theories that influence youngchildren’s development will be reviewed. Teachercandidates will explore national and stateorganizations/associations that set standards forearly childhood programs.Credits Awarded: 3Terms Offered: FallPrerequisites: Declared education majorCorequisites: Educ 314



EDUC 314 - Theories of Child Developmentand Early Childhood Education FieldPlacementIn this clinical experience teacher candidatesobserve and analyze young children’sdevelopment and interactions. They keepreflective logs, and work with individual studentsas well as large and small groups of children.Credit Awarded: 1Terms Offered: FallPrerequisites: Declared education majorCorequisites: Educ 313

EDUC 315 - Planning and ImplementingCurriculum and Instruction for EarlyChildhoodThis course introduces teacher candidatesto early childhood curriculum models forinfants, toddlers, pre-schoolers and primaryage children. They will have an opportunityto plan developmentally appropriate large andsmall group activities, appropriate transitions,behavioral strategies, activities supporting thearts and individual differences through in-classassignments and clinical placements. Educ 258is highly recommended concurrently with thiscourse.Credits Awarded: 3Terms Offered: SpringCorequisites: Educ 316

EDUC 316 - Planning and ImplementingCurriculum and Instruction for EarlyChildhoodThis clinical experience will help teachercandidates to integrate their understanding of,and relationships with, children and families;their understanding of developmentally effectiveapproaches to teaching and learning; and theirknowledge of academic disciplines to design,implement, and evaluate experiences thatpromote positive development and learning forall children.Credit Awarded: 1Terms Offered: SpringCorequisites: Educ 315

EDUC 319 - Leadership Advocacy, andAdministration in Early Childhood ProgramsThis course will help teacher candidates exploreearly childhood leadership principles. Social,economic, educational, cultural and politicalforces affecting early childhood issues will beaddressed. Topics including budgets, personnel,professional development, program creation,licensing, curriculum, collaboration, grantwriting, building maintenance, nutrition,advocacy, and leadership theories will becovered.Credits Awarded: 2Terms Offered: Fall



EDUC 321 - Teaching of Social Studies inthe Secondary SchoolThis course is designed to develop theknowledge, skills and theoretical considerationsneeded to teach social studies in the secondaryclassroom by providing pre-service teachers witha comprehensive overview of some of the mosteffective approaches to planning, implementing,managing, and assessing successful and effectivelearning experiences for students. Using asynthesis of the College, Career, and CivicLife (C3) Framework, Michigan’s contentexpectations, and the Common Core StateStandards for Literacy in History/Social Studies,emphasis is placed on the selection and /ordesign of rigorous and relevant student tasks andappropriate pedagogical scaffolding to supportstudents’ engagement in those tasks. Teachercandidates will have multiple opportunitiesto engage in key pedagogical practices whilereceiving constructive feedback from boththe instructor as well as peers through aninstructional coaching model.Credits Awarded: 3Terms Offered: FallPrerequisites: Declared education majorCorequisites: Educ 322

EDUC 322 - Teaching of Social Studies inthe Secondary School Field PlacementThis clinical experience occurs in a social studiesclassroom in a middle or high school.Credit Awarded: 1Terms Offered: FallPrerequisites: Declared education majorCorequisites: Educ 321

EDUC 323 - Teaching of Mathematics in theSecondary SchoolCross-listed as Math 323. See Math 323 formore information.Terms Offered:

EDUC 324 - Teaching of Mathematics in theSecondary School Field PlacementCross-listed as Math 324. See Math 324 formore information.Terms Offered:

EDUC 331 - Teaching of Science in theSecondary SchoolThis course introduces methods of teachingscience at the secondary school level. Emphasisis placed on materials and techniques for theteaching of biology, chemistry, geology, andphysics. Classroom management, studentdiversity, at risk students, cooperative learning inthe science classroom, the Michigan CurriculumBenchmarks and Content Standards, student-centered activity-based lesson plans, long-termplanning, and safe laboratory practices andtechniques are topics included in this course.Credits Awarded: 3Terms Offered: Fall, SummerPrerequisites: Declared education majorCorequisites: Educ 332

EDUC 332 - Teaching of Science in theSecondary School Field PlacementThis clinical experience occurs in a scienceclassroom in either a middle or high school.Credit Awarded: 1Terms Offered: Fall, SummerPrerequisites: Declared education majorCorequisites: Educ 331



EDUC 333 - Secondary Special Education:Transition from School to LifeThis course is designed to prepare teachercandidates to understand and work withstudents with disabilities at the secondarylevel, focusing on transition from school to life.This class provides an overview of historicalfoundations, legal federal implementations, bestpractices, programming, and assessments forsecondary students in special education, andusing these assessments to write the TransitionIndividualized Education Plan for high schoolstudents in Special Education. In addition,information about agencies, self-determination,vocational and post-school planning will beemphasized.Credits Awarded: 2Terms Offered: FallPrerequisites: Declared education major

EDUC 342 - Strategies and Programsfor Students with Emotional Impairment/Behavior DisordersThis course provides a comprehensive studyof the unique curricular and programmingalternatives for school-aged students withemotional impairments and behavior disorders.Emphasis is placed upon the use of appliedbehavior analysis and evidence-based practicesthat address the needs of this student population.This course will move to 2 credits for allstudents seeking endorsement in EmotionallyImpairment and enter Hope in Fall 2016 andafter.Credits Awarded: 2Terms Offered: FallPrerequisites: Declared education major

EDUC 352 - Assessment, Prescription andRemediation in Special EducationThis course provides an opportunity forstudents to apply assessment practices in thefield in conjunction with a correspondingclinical experience. Students move through theassessment process from the selection of testingtools, to the administration of assessments,writing of a case study, and implementation of anIndividualized Education Plan within the specialeducation system.Credit Awarded: 1Terms Offered: SpringPrerequisites: Declared education major, Educ 251Corequisites: Educ 356, Educ 357 or Educ 358,Educ 359

EDUC 356 - Classroom and BehaviorManagement and Behavior Analysis inSpecial EducationThis course provides an in-depth study ofclassroom and behavior management for bothgeneral and special education pre-serviceteachers. Emphasis is placed on evidence-based practices that address the emotionaland behavioral needs of students, includingthe unique needs of students with learningdisabilities and emotional impairments.The course highlights the unique strategies,curriculum options, and programmingpossibilities available to students with andwithout disabilities. This course transitions from2 to 4 credits for students entering Hope Fall2019 or after.Credits Awarded: 4Terms Offered: SpringPrerequisites: Declared education major, Educ 241or Educ 253 and Educ 254, Educ 251Corequisites: Educ 352, Educ 357 or Educ 358,Educ 359



EDUC 357 - Clinical Experience for LearningDisabilitiesThis clinical experience provides directteaching experience in the special educationsetting. Emphasis will be on the applicationof assessment, lesson design, classroom andbehavior management, technology supports,and remediation techniques. An IEP progressreport and evaluation plan will be written on astudent. Teacher candidates will receive feedbackon lessons, assessments, and IEP development.This course transitions from 3 to 2 credits forstudents entering Hope Fall 2019 or after.Credits Awarded: 2Terms Offered: SpringPrerequisites: Declared education major, Educ 220and Educ 221, Educ 225 and Educ 226, Educ 241and Educ 242, Educ 251Corequisites: Educ 352, Educ 356, Educ 359

EDUC 358 - Clinical Experience forEmotional ImpairmentThis placement provides an opportunity tointegrate information addressed in Educ 436and Educ 363 to special education clinicalexperience settings. Emphasis will be onapplication of assessment, lesson design,classroom and behavior management, andremediation techniques. An IEP progress reportand evaluation plan will be written on a student.This course transitions from 3 to 2 credits forstudents entering Hope Fall 2019 or after.Credits Awarded: 2Terms Offered: SpringPrerequisites: Declared education major, Educ 220and Educ 221, Educ 225 and Educ 226, Educ 241and Educ 242, Educ 251Corequisites: Educ 352, Educ 356, Educ 359

EDUC 359 - Instructional Design UsingEvidence Based Practice: Elementary Focusfor Learning DisabilitiesThis course focuses on curricular methods,evidence-based practices, and materialsappropriate for the instruction of elementarystudents with learning disabilities. Emphasis ison the development of programming, lessondesigned on IEP goals, delivery, and evaluationwithin a one-to-one, small group, or largegroup setting. Focus areas include curriculumadaptation, technology support, co-teaching,consultation, and content area teachingstrategies. This course transitions from 4 to 3credits for students entering Hope Fall 2019 orafter.Credits Awarded: 3Terms Offered: FallPrerequisites: Declared education major, Educ 220and Educ 221, Educ 225 and Educ 226, Educ 253and Educ 254Corequisites: Educ 352, Educ 356, Educ 357 orEduc 358

EDUC 360 - Secondary PrinciplesThis course is a study of secondary schools, withparticular emphasis on principles and practices.The course topics include current issues,lesson and unit design, instructional strategies,assessment, technology, professionalism,educational reform, and working withadolescents.Credits Awarded: 2Terms Offered: Fall, Spring, SummerPrerequisites: Educ 285 and Educ 286 with a gradeof C+ or betterCorequisites: Educ 361



EDUC 361 - Secondary Principles FieldExperienceA coordinated, supervised clinical experienceoccurs in an appropriate content area middle orhigh school classroom.Credit Awarded: 1Terms Offered: Fall, Spring, SummerPrerequisites: Declared education major, Educ 285and Educ 286Corequisites: Educ 360

EDUC 363 - Instructional Design UsingEvidence Based Practice: Elementary Focusfor Emotional ImpairmentThis course focuses on curricular methods,evidence-based practices, and materialsappropriate for the instruction of students withemotional and behavioral concerns. Emphasisis placed on the development of programming,service delivery models, lessons based on specificIEP objectives, instructional strategies, andevaluation. This course transitions from 4 to 3credits for students entering Hope Fall 2019 orafter.Credits Awarded: 3Terms Offered: SpringPrerequisites: Declared education major, Educ 220and Educ 221, Educ 225 and Educ 226, Educ 241and Educ 242Corequisites: Educ 352, Educ 356, Educ 357 orEduc 358

EDUC 380 - Teaching of Secondary SchoolEnglishCross-listed as Engl 380. See Engl 380 for moreinformation.Terms Offered:

EDUC 381 - Teaching of English in theSecondary Schools Field PlacementCross-listed as Engl 381. See Engl 381 for moreinformation.Terms Offered:

EDUC 388 - Second Language Acquisition:from Theory to PracticeThis course focuses on methods of teachingsecond and world (or foreign) languages ingrades K-12. Required of those planning toteach these languages at the elementary and/orsecondary levels.Credits Awarded: 3Terms Offered: FallPrerequisites: Declared education majorCorequisites: Educ 389 or Educ 392

EDUC 389 - The Teaching of Second andWorld Languages K-12 Field PlacementThis clinical experience occurs in a foreignlanguage classroom at the elementary and/orsecondary levels. This course transitions from 1to 2 credits for students entering Hope Fall 2019or after.Credit Awarded: 1Terms Offered: FallPrerequisites: Declared education majorCorequisites: Educ 388

EDUC 390 - English as a Second LanguageMethods and AssessmentThis course examines the theoretical foundationof ESL/EFT teaching, current issues in ESL/EFL, and provides a guided practical experiencein teaching English as a Second Languageclasses at the K-12 level.Credits Awarded: 3Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 393



EDUC 391 - Research in EducationalPracticesThis course affords an opportunity for a studentto pursue supervised projects in educationalresearch under the direction of an educationprofessor. The research topics and methods arevaried. Registration is restricted and requiresdepartmental approval. Ordinarily, no studentwill be permitted to register for this researchpracticum that has not taken basic course workin the educational program.Credits Awarded: 0Terms Offered: Fall, SpringPrerequisites: Declared education major, Educ 220and Educ 221, Educ 225 and Educ 226, Educ 270

EDUC 392 - Critical Issues in SecondLanguage Acquisition and ESLThis course applies core insights from secondlanguage acquisition (SLA) theory to ESLcontexts. The course will explore diversepedagogical approaches to ESL in the K-12environment in light of research-based findingsin SLA.Credit Awarded: 1Terms Offered: FallPrerequisites: Declared education majorCorequisites: Educ 388

EDUC 393 - ESL Methods and AssessmentClinical ExperienceThis course, a required K-12 clinical experiencefor teacher candidates seeking the ESLendorsement, will combine both theory andpractice and implement instructional approachesthat support literacy and academic developmentof ESL learners. It will include 15 hours in anelementary ESL classroom setting and 15 hoursin a secondary classroom setting.Credit Awarded: 1Terms Offered: Fall as needed, SpringPrerequisites: Declared education majorCorequisites: Educ 390

EDUC 395 - Studies in EducationA course offered in response to student andinstructor interest. Topics are not generallycovered in the regular course listings. Coursemay be taken multiple times if topics aredifferent.Credits Awarded: 1-4Terms Offered: As Needed

EDUC 420 - Family and Child CenteredInterventions in Diverse Cultural ContextsThis course will focus teacher candidates onrecommended practices, theoretical perspectives,and current literature regarding young children,birth-8 years of age within the frameworkof their family, school, and communityenvironments. The impact of cultural, ethnic,linguistic, and socio-economic diversity ondevelopment and learning will also be addressed.Teacher candidates will develop insight into thevalue of parents as educational partners. Educ313 is highly recommended prior to this course.Credits Awarded: 3Terms Offered: FallCorequisites: Educ 421

EDUC 421 - Family and Child CenteredInterventions in Diverse Cultural ContextsField PlacementThis clinical experience is taken concurrentlywith the Family and Child CenteredInterventions in Diverse Cultural Contextcourse. Clinical experiences may be at Centerfor Women in Transition, Life Services-Parentsas Teachers, Community Mental Health,Pathways (formerly Child and Family Services ofWestern Michigan), etc.Credit Awarded: 1Terms Offered: FallCorequisites: Educ 420



EDUC 434 - Learning Disabled SecondaryInstructional DesignThis course provides a study of theories,programs and strategies relative to adolescence,appropriate for use with students with learningproblems in the middle or high school setting.Emphasis will be placed on current pedagogicalpractices designed to meet the needs ofsecondary level students with disabilities.Credits Awarded: 3Terms Offered: FallPrerequisites: Declared education major, Educ 333,Educ 352, Educ 356, Educ 357 or Educ 358, Educ359Corequisites: Educ 453, Educ 454

EDUC 436 - Emotional ImpairmentSecondary Instructional DesignThis course provides programs and strategiesrelative to adolescence students with emotionalimpairments in the middle or high schoolsetting in different types of tier support settings.Emphasis will be placed on evidence-basedpractices, lesson design, team teaching, andsocial skills training. Transition, assessments,career services, and networking with agencieswill be discussed. This course transitions from 2to 3 credits for students entering Hope Fall 2019or after.Credits Awarded: 2Terms Offered: FallPrerequisites: Declared education major, Educ 220and Educ 221, Educ 225 and Educ 226, Educ 241and Educ 242Corequisites: Educ 453, Educ 454

EDUC 453 - Computers and Technology:Special EducationThis course provides a study of the ways inwhich technology can enhance learning not onlyfor students with disabilities, but for all students.Topics include legislative regulations, assistivetechnologies, universal design for learning, andcurrent issues.Credits Awarded: 2Terms Offered: FallPrerequisites: Declared education major, Educ 333,Educ 352, Educ 356, Educ 357 or 358, Educ 359Corequisites: Educ 434 or Educ 436, Educ 454

EDUC 454 - Current Issues and Trends:Special EducationThis course provides a discussion of issuesaffecting the field of special education as well asan overview of current research and programs.Credits Awarded: 2Terms Offered: FallPrerequisites: Declared education major, Educ 333,Educ 352, Educ 356, Educ 357 or 358, Educ 359Corequisites: Educ 434 or 436, Educ 453

EDUC 488 - Cross Cultural EducationThis course provides an opportunity for studentsto be immersed in a diverse culture whileinteracting with the residents of the area.They will teach in the schools or work witharea agencies. Locations include the RosebudReservation in South Dakota and Watts, LosAngeles.Credits Awarded: 4Terms Offered: Summer



EDUC 490 - Independent Studies inEducationThis course is for prospective teachers whowish to do advanced study in a special interestfield. Approval for study must be given by thedepartment chairperson prior to registration.Credits Awarded: 1-5Terms Offered: Fall, SpringPrerequisites: Approval of department chairperson,Declared education major

P R O F E S S I O N A L S E M E S T E R C O U R S E SEDUC 455 - Student Teaching SeminarThe student teaching seminar is a requiredcomponent of the Professional Semesterexperience and is taken in conjunction withstudent teaching. It provides an opportunity tosynthesize the student teaching experience andmove the student teacher toward the world ofteaching at a professional level. Meeting once aweek, it offers information on the certificationand employment search processes, while alsopresenting chances to reflect on their experiencesand practice. Student teachers also meet withtheir college supervisors in order to examinetheir practice in the field.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 470 or Educ 480 or Educ 485

EDUC 456 - Early Childhood StudentTeaching SeminarTaken concurrently with Educ 475 (Birth–age4) and Educ 470 or Educ 485. It is designedto provide an opportunity to synthesize thestudent teaching/internship experience andmove the student teacher/intern towards theworld of teaching at the lower elementary leveland servicing young children in a professionalmanner. Meeting once a week, it provides anavenue for Early Childhood student teachers/interns to analyze, evaluate and discuss thestudent teaching/internship experience withothers in similar settings, while also offeringinformation on the certification and employmentsearch processes. Student teachers/internsare also given the opportunity to connectwith their college supervisors in order toexamine and reflect on their practice in thefield. Student teachers/interns completingthe Early Childhood minor will participate inseveral Seminar sessions that include all studentteachers; at times, however, they will meetspecifically with other Early Childhood studentteachers/interns.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 475, Educ 470 or Educ 485



EDUC 457 - Special Education StudentTeaching SeminarThe Student Teaching Seminar is a requiredcomponent of the professional semesterexperience and is taken as a co-requisite withstudent teaching. It provides an opportunity tosynthesize the student teaching experience andmove the student teacher toward the world ofteaching at a professional level. Meeting once aweek, it offers the student teacher informationon the certification and employment searchprocesses, while also presenting repeatedopportunities to reflect on their experiencesand professional practice. Student teachers alsomeet with their college supervisors in order toexamine their practice in the field.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 460 or Educ 465

EDUC 460 - Student Teaching, LearningDisabilitiesThis field-based, full-semester, clinicalexperience, supervised by the Departmentof Education, is done in cooperation witharea school systems. The student teacher isplaced in a program for students with learningdisabilities for the purpose of making applicationof previously acquired knowledge and skills.Offered for 9 credits for fall, 10 credits for spring.Double Special Education majors register for 5credits during spring only.Credits Awarded: 5-10Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 455

EDUC 465 - Student Teaching, EmotionalImpairmentsThis field-based, full-semester, clinicalexperience, supervised by the Department ofEducation, is done in cooperation with areaschool systems. The student teacher is placedin a classroom for students with emotionalimpairments which provides a vehicle forapplication of previously acquired knowledgeand skills. Offered for 9 credits for fall, 10 creditsfor spring. Double special education majorsregister for 5 credits during spring only.Credits Awarded: 5-10Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 455

EDUC 470 - Student Teaching in theElementary/Middle SchoolThis-field based, full-semester, clinicalexperience, supervised by the Departmentof Education, is done in cooperation witharea school systems. Students are placed inelementary or middle school classrooms for afull semester’s clinical experience in order todevelop and demonstrate knowledge and skillsnecessary to teach. Completion of content-area methods coursework and admission to thestudent teaching program are required. Spanishelementary majors register for 5 credits. Earlychildhood minors register for 6 credits. All otherK-12 elementary track majors register for 10credits.Credits Awarded: 5-10Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 455 or Educ 456



EDUC 475 - Early Childhood StudentTeaching (Birth-age 4)All students seeking an Early ChildhoodEndorsement to their elementary teachingcertificate will spend six weeks of the 16 weekstudent teaching experience in a full-dayplacement in either an infant/toddler program,pre-primary, pre-school or pre-kindergartensetting. Teacher candidates will be supervisedand evaluated by the Education Department.The student teaching experience will be done incooperation with area schools, pre-schools, andinfant/toddler programs. Teacher candidateswill develop and demonstrate the knowledge,skills and dispositions necessary to teach.Credits Awarded: 4Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 456, Educ 470

EDUC 480 - Student Teaching in theSecondary SchoolThis field based, full semester, supervisedby the Department of Education, is done incooperation with area school systems. Studentsare placed in classes matching their majorand/or minor areas of study at the middle orhigh school levels for a full semester’s clinicalexperience.Credits Awarded: 10Terms Offered: Fall, SpringPrerequisites: Declared education majorCorequisites: Educ 455

EDUC 485 - Student Teaching in theElementary and Secondary Schools (K-12)This field based, full semester, supervisedby the Department of Education, is done incooperation with area school systems. A fullsemester’s clinical experience is provided atboth the elementary and secondary levels,enabling students majoring in art, music, dance,kinesiology (physical education), and SpanishK-12 to obtain a K-12 endorsement. Spanishelementary majors register for 5 credits. All othersecondary track majors register for 10 credits.Completion of content methods course(s) ishighly recommended prior to this course.Credits Awarded: 5-10Terms Offered: Fall, SpringPrerequisites: Declared education major, Educ 360and Educ 361Corequisites: Educ 455

EDUC 500 - Perspectives in EducationThis seminar focuses on current critical issuesfacing K-12 education, including school finance,legal issues, unions, and school contracts. This isan 11-week course.Credit Awarded: 1Terms Offered: Fall, SpringPrerequisites: Declared education majorAttribute: Social Science 1 (SS1)

FACULTY & STAFFAfrik, Robyn(2019)

Anderson, Emily(2010)

Baker-Bush, RebeccaLecturer/Education (2014)



Brondyk, Dr. SusanAssociate Professor of Education (2013)Ph.D., Michigan State University, 2009MAT, Aquinas College, 2000B.A., Hope College, 1984

Bryson, MichelleLecturer in Education (2016)

Bultman, Dr. BaarsProfessor of Education (1985)Ph.D., Michigan State University, 1995M.A., Western Michigan University, 1976B.A., Hope College, 1971

Burkey, LyneLecturer in Education (1999)

Capel, Valerie(2020)

Chambers, DickLecturer/Education (2001)

Cherup, SusanThe Arnold & Esther Sonneveldt Professor of Education(1976)M.A., Western Michigan University, 1967B.A., Hope College, 1964

Colsen, WendyPart-time Lecturer (2011)MAT, National-Louis University, 1996B.A., Purdue University, 1992

Commeret, MichelleLecturer/Education (2014)B.A., Trinity Christian College,M.Ed., Grand Canyon University,

Conley, Valerie(2019)

Cook, NancyProfessor of Education (1985)M.A., Michigan State University, 1978

Coussens, Rachel(2012)B.A., Hope College,

D'Agostino, Dr. SophiaAssistant Professor of Education (2018)B.S., Western Michigan University,M.Ed., Grand Valley State University,

deVries, Stacey(2020)

Doele, Kimberly(2020)

Donk, Dr. TonyProfessor of Education (1987)Ph.D., Michigan State University, 1996M.S.W., Western Michigan University, 1983B.A., Western Michigan University, 1977

Eagin, MaryLecturer in Education PATH (1990)

Field, Jennifer(2000), Grand Valley State University,

Finn, Dr. JaneProfessor of Education, Department Chair (2002)Ed.D., Western Michigan University, 2005M.A., Western Michigan University, 1989B.A., Hope College, 1986

Geldermann, NancyLecturer (2016)

Gerrits, JodiLecturer/Education (2015)B.A., Hope College,

Graham, Brandon(2002)



Holmes, Dr. Vicki-LynnAssociate Professor of Mathematics and Education(2009)Ph.D., University of Louisville, 2009B.A., Coll William And Mary, 1981

Homkes, CarrieLecturer (2016)

Horton, Dr. LibbeyAssistant Professor of Education (2015)Ph.D., George Mason University, 2014M.Ed., George Mason University, 2009B.S., Kuyper College, 2006

Hwang, Dr. YooyeunProfessor of Education (1996)Ph.D., University of Wisconsin, 1996M.A., Univ California Santa Barbara, 1990B.S., Sacred Heart College for Women, 1983

Karis, KristiPart Time Lecturer (2007)B.A., Hope College,M.A., Michigan State University,

Kontowicz, EllenLecturer/Education (2015)

Maat, PamelaLecturer in Education (1993)

Pardo, Dr. LauraEvert J. and Hattie E. Blekkink Professor of Education(2005)Ph.D., Michigan State University, 2004M.A., Michigan State University, 1990B.S., Central Michigan University, 1982

Pasatta, Jason(2019)B.A., University of Michigan,M.Ed., Harvard University,

Reilly, BarbaraLecturer (2016)

Schenk, KimberlyLecturer (2016)M.Ed., Grand Valley State University,

Scogin, Dr. StephenAssistant Professor of Biology and Education (2014)Ph.D., Texas A&M Univ College Sta*, 2014M.S., Stephen F Austin State Univ, 1995B.S., Stephen F Austin State Univ, 1993

Seabolt, Krista(2018)

Spotts, Kevin(2018)

Van Duinen, Dr. DeborahAssociate Professor of Education (2011)Ph.D., Michigan State University, 2011M.A., Calvin University, 2002B.A., Calvin University, 1998

Van Kampen, Darlene(2019)

Voss, LisaLecturer in Education (2011)

Vruggink, GaryLecturer in Education (2005)B.A., Hope College,M.A., Michigan State University,

Yelding, JohnThe Susan M. and Glenn G. Cherup Associate Professorof Education (1994)M.A., Western Michigan University, 1981B.A., Michigan State University, 1969


ABOUT THE PROGRAM - Hope College · 2019-10-11 · • Demonstrated competency of reading, math and...

Documents

Transcript of ABOUT THE PROGRAM - Hope College · 2019-10-11 · • Demonstrated competency of reading, math and...