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Introduces the student to the transition role of the paramedic to the associate degree nurse and the concepts of nursing knowledge and caring within the self-care framework. The emphasis of the course expands on the assessment of the universal self-care requirements, which include air, food, activity and rest, elimination, water, solitude, and social interaction. Promotion of normalcy and prevention of hazards will be addressed. The focus is on the use of the educative/supportive nursing system and effective therapeutic communication to care for patients with selected self-care deficits. Professional, ethical, and legal standards of nursing practice are introduced to provide culturally-sensitive nursing care. Opportunities for application of nursing knowledge to clinical practice are provided through Clinical Resource Center experiences and patient care assignments in the medical surgical setting. To facilitate the teaching/learning process, ongoing evaluations occur through interactions between student and faculty. Clinical sites are in medical/surgical settings. For Paramedic to RN students only.

Students enrolled in this course will be charged a $500 per semester clinical surcharge. Students enrolled in this course will be charged $100 to help cover the costs associated with ATI online practice and proctored assessments and tutorials, detailed individualized remediation plans, and end-of-program testing to prepare students for the NCLEX-RN licensure exam.

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All nursing courses integrate theory and clinical experience. Failure to receive a satisfactory grade in either theory or the clinical experience portion of the course will result in a failing grade. All Nursing major field courses must be passed before proceeding to the next level. A grade of C or higher is required in BIOL 195C, BIOL 196C, BIOL 202C, and a math elective (MATH 120C or higher) to enter or progress in the nursing courses.

Prepares educators for ESOL teaching. This course is the first part of a two-semester sequence. Students document their work in the school, including planning, teaching, and consultation and aiding with transition issues. Students assume the full range of teaching responsibilities while supervised in the field. Seminars meet weekly throughout the semester. Students document their internship hours. This course also focuses on communicative interactions between and within different culture groups. We explore issues related to effective cross-cultural communication and miscommunication. An examination of how one’s own cultural values and norms affect and guide intercultural interactions will guide class discussions and projects. Concepts such as power distance, hierarchy, uncertainty avoidance, non-verbal communication, and other intercultural communicative features are explored, and ethnocentrism, stereotyping, and other value-based judgments are addressed.

Prepares educators for ESOL teaching. This course is the second part of a two-semester sequence. This is a field-based course that integrates and applies previous course work in ESOL certification. Students document their work in the school, including planning, teaching, and consultation and aiding with transition issues. Students assume the full range of teaching responsibilities while supervised in the field. Seminars meet weekly throughout the semester. Students document their internship hours. This course also focuses on communicative interactions between and within different culture groups. We explore issues related to effective cross-cultural communication and miscommunication. An examination of how one’s own cultural values and norms affect and guide intercultural interactions guides class discussions and projects. Concepts such as power distance, hierarchy, uncertainty avoidance, non-verbal communication, and other intercultural communicative features are explored, and ethnocentrism, stereotyping, and other value-based judgments are addressed.

Graphic design is art and practice of marrying words and images to communicate unique ideas or experiences. There are applications for design across the print and digital worlds, and students explore key design programs including Adobe Illustrator, Photoshop, and InDesign. Focusing on creating self-promotional materials, students learn how to develop and refine concepts, understand file requirements for print and digital products, create basic typography, and design final usable products. Students develop thoughtful solutions that they produce as final products in Adobe Illustrator, InDesign, and Photoshop.

NHTI's Nursing – Paramedic to RN Completion degree program (which is 5 semesters, as our accreditor counts prerequisites as a semester) is designed for the paramedic who wishes to advance to a registered nurse (RN) to provide direct patient care in a variety of settings. Our faculty members create learning experiences that foster innovative teaching and learning, support and enhance student development, promote the use of college resources, and encourage civic engagement.

The mission of the Nursing program is to prepare students to qualify as collaborative members of the interdisciplinary healthcare team as an entry-level registered nurse, to meet the needs of a diverse community in an evolving world, and to pursue higher education.

Do you have questions? Contact Jennifer Brace, department chair, at jbrace@ccsnh.edu.

NHTI’s ESOL certificate program provides you with a strong introduction to ESOL teaching. This program is for:

• Those interested in working in programs that require experience working with ESOL learners
• Para-educators looking to enhance their skills and move toward a certification in ESOL
• Teachers seeking professional development skills related to working with ESOL learners
• People interested in broadening their knowledge, understanding, and appreciation of cultural and
  linguistic differences, language acquisition, literacy development, and reflective instructional practices
• People interested developing and using instructional and assessment strategies and materials that raise the achievement levels and increase the academic success of ESOL learners

This program is financial aid-eligible. 

Do you have questions? Contact Cynthia Lucero, department chair, at clucero@ccsnh.edu or 603-271-6484 x4246.

NHTI's Teacher Education Conversion Program - General Special Education (with certification) program provides you the opportunity to become licensed to teach if you have already earned your bachelor's degree but do not hold a teaching certification. 

Do you have questions? Contact Cynthia Lucero, department chair, at clucero@ccsnh.edu or 603-271-6484 x4246.

Consider assessment in two simple realms: for learning and of learning. The focus of this course is assessment for learning; otherwise on developing an assessment model where teachers and students envision and use assessments as an intricate part of the learning experience; not simply as tools to grade or evaluate, but as instruments to provide and receive feedback, and measure milestone accomplishments, on vital knowledge and skills directly linked to a CTE student’s chosen pathways.

This course addresses two general themes around assessment. The first is to develop a coherent vision around selecting, establishing and adjusting assessments that clearly link to learning goals. This vision establishes a platform for students, through participation in assessments, to develop a body of evidence whereby they can quantify their knowledge, skills and abilities. The second major theme is using assessment data effectively. This includes, for example, teachers providing explicit and actionable performance feedback for students (and their stakeholders). In this environment, teachers empower students to better reflect on their performance and in doing so, to know exactly where they “are” so they know where they need to focus their energies to meet learning targets. In addition, assessment data is also leveraged to help teachers plan and adjust (including on-the-fly) instructional decisions to better serve students' learning needs.

Ultimately a student's body of evidence -their performance on all types of valid assessments -is used by the teachers and student to determine whether a student has exceeded, met or not-yet met learning targets along their chosen pathway. This body of evidence takes on many forms, but as a whole represents a quantifiable level of learning. The following modules will provide a framework to design an assessment system that works for CTE.

The focus of this course is student learning and effective instruction. Throughout this course, the concepts of Universal Design for Learning, expert teachers and expert learners, research, theories, mindsets, and best practices in instructional approaches that increase student learning and achievement are examined. The goal of this course is to develop an understanding of how learners grow and develop and to design appropriately challenging, meaningful, and impactful learning experiences for all of the learners in the classroom.

An introductory course in psychology that focuses on the fundamental facts and principles of psychology within the broader context of contemporary personal and social concerns. Topics may include the historical development of the discipline, scientific methodology, human development, motivational theory, consciousness, sensation and perception, learning, thinking, memory, emotions, biological basis of behavior, personality theory, psychopathology, sexuality, and measurements and statistics. It features the study of mindfulness and incorporates mindfulness meditation as an optional instructional method while exploring aspects of emotional intelligence as they relate to psychology. (Students who have received credit for PSYC 105MC cannot also receive credit for PSYC 105C.)