CHRISTIAN EDUCATION DEPARTMENT
Curriculum
PROGRAM/DEGREE REQUIREMENTS
Core Curriculum
(78 credits)
For a complete description, review the Core Curriculum section here >>
All students are expected to participate in the Summer Outreach Training School as part of their core curriculum experience. The program is designed to prepare students to lead people to Christ, strengthen one’s faith and commitment to work in God’s vineyard, while setting the stage for their academic and spiritual journey at Hartland College. Please see the Summer Outreach Training School section Here >>
CHRISTIAN ELEMENTARY EDUCATION DESCRIPTION
(83 Credits)
This major is designed to train students wholistically to become competent teachers in Christian elementary schools. The foundational focus of study and the emphasis of each course is Christ-centered and Bible-based. Students are trained to integrate the Spirit of Prophecy, the Bible, and contemporary educational theories and practices into the classroom.
Students completing a program in Christian Elementary Education will have the professional skills and dispositions to teach in single and multi-grade educational settings from a Christian worldview using research-based and Bible-supported principles and instructional strategies that meet the needs of a diverse student population. Students will learn how to differentiate instruction, manage the learning environment, create meaningful assessment instruments, select appropriate instructional strategies according to the learning needs of their students, and integrate a Christian worldview into the teaching and learning process.
(3 credits)
Explores the major issues relevant to Christian education, thus providing a basis for the development of a personal philosophy of education within the Christian context. An endeavor is made to discover the dynamic relationship between education and redemption, while illustrating means by which Christian principles may pervade every educational facet. Particular emphasis is given to implications for the student’s own life and for the educational and youth ministries of the Seventh-day Adventist Church. Students will also explore the unique philosophical elements that undergird the Hartland educational model that blends entrepreneurial training via Madison 2.0, work education, agriculture training, practical real-world oriented classroom instruction, community outreach, physical fitness, outdoor education and recreation in God’s natural world.
(3 credits)
Provides the prospective teacher a basic understanding of the principles and procedures of Christian teaching. Instruction will be given in planning lessons, methods of teaching, making fair evaluations, handling discipline matters, and other areas vital to successful teaching. Students will visit various types of schools in the local area observing various facets of the educational world in action.
(3 credits)
Emphasis is placed on design and development of curriculum with a Christ-centered worldview. The course will deconstruct the relationship between curriculum and instruction and explore the instructional strategies most effective for the different types of learners. The course will also probe how standards influence curriculum development and instructions, and the role assessment plays in determining effectiveness of the teaching and learning process.
(3 credits)
This course provides students information regarding effective communication strategies with parents, colleagues, and other service providers working with students in a helping capacity. Students will learn how to bridge the gap between the school and the home and creating a collaborative working environment with colleagues.
(3 credits)
A framework for exploration and appreciation of cultural similarities and differences related to teaching within a multicultural environment. Emphasis is on active involvement through group discussion. Topics include cultural heritage awareness, values clarification and sensitivity, and respect for the contributions from a complex, culturally diverse world.
(3 credits)
Materials and methods of teaching science in the elementary school. Emphasis is on curricula planning and writing lesson plans for activity-based science learning experiences. An introduction to creation-based approach to understanding science juxtaposed with the National Science Teaching Standards and the National Science Teachers Association recommendations for teaching science is also presented.
(3 credits)
Materials and methods of teaching social studies in the elementary and secondary school.
(3 credits)
Examines the organizational and management of the multigrade Christian classroom, including curricula grouping for instruction, the individualization of instruction, and maintenance of records.
(3 credits)
A study of psychology as it relates to the learning processes, age, and teaching methods. Emphasis on the study of psychological principles related to learning and cognition, and the personal, moral, and social development of the school-aged child. The course also includes discussion of the developmentally appropriate instructional practices, student with exceptionalities, integration of faith int eh learning process, and teacher reflection.
(3 credits)
An introduction to classroom management. Designed to help the prospective teacher gain an understanding of classroom procedures for creating and maintaining a productive learning environment in which students’ success is maximized.
(3 credits)
Surveys the characteristics of exceptional children and the psychological/educational problems faced by such children in the home, school, and society. Procedures for incorporating the exceptional child and adopting to his or her needs in the Christian classroom are explored.
(3 credits)
(3 credits)
A course designed to prepare students with practical classroom-tested activities, methods, available materials, and ideas that are presented on planning, organizing, managing, and accessing effective mathematics instructional approaches. Students will have opportunities to develop creative lesson plans and instruct in Hartland Day Academy’s lab school.
(3 credits)
Materials and methods of teaching religion in the school setting. Religion involves studying the Scriptures and making them relevant to the life of the learner. The course is designed to help the prospective teacher become aware of the importance of in-depth Bible study and to become familiar with strategies that will help them teach creatively and effectively. The course instruction is to prepare the prospective teacher to facilitate and implement the programs recommended by the North American Division of Seventh-day Adventists.
(3 credits)
This course will address theoretical and practical aspects of ESL instruction and testing. Students will build a foundation in English pronunciation, lexicon, and grammar so that they understand the challenges English language learners face. They will learn how to design lessons for children and youth that use a communicative, interactive approach and will microteach those lessons in class. They will investigate, critique, and use a variety of ESL materials appropriate in the teaching and learning process.
(3 credits)
A course designed to prepare teachers to direct the music activities of children and explore methods of discipline-based arts education for children. The contents for music include fundamentals, appreciation, singing, and instrumental activities. The contents for art and crafts include exploratory activities in a variety of two-and-three-dimensional arts and crafts media. Students will have opportunities to develop creative lesson plans and instruct students in Hartland Day Academy lab school.
(3 credits)
Instruction is given in reading assessment, including reading readiness and word recognition skills such as phonetic and contextual analysis and sight vocabulary. Also emphasized are building comprehensive reading programs and evaluating different types of reading programs available. Curriculum and methods for teaching English, spelling, and handwriting will also be reviewed and evaluated.
(3 credits)
Students will learn techniques of assessment for reading instruction by selecting, administering, and interpreting appropriate evaluations for screening, progress monitoring, and diagnosing student performance. Course activities will examine an array of formal and informal assessment techniques and their applications, or effective reading instructional sessions for the student and classroom groupings. Students will demonstrate effective strategies for communicating assessment results to colleagues, parents, and students.
(4 credits)
This class prepares prospective teachers to have a better understanding of classroom learning and assessment. Attention will be given to test construction and evaluation of test results. Topics include the implications educational research findings bring to classroom practice, especially assessment of student learning.
(3 credits)
This course provides the prospective teacher with an extensive repertoire of teaching techniques in the elementary and secondary physical programs. Emphasis is placed on health-related fitness, skill development, special events, and noncompetitive game development. Students will have opportunities to develop creative lesson plans and instruct students in Hartland Day Academy lab school.
(3 credits)
A study of the basic principles of teaching reading in the content areas and in secondary school. Study will include concepts, methods, materials, and organizational skills for reading instruction. Emphasis will be given to the use of biblical principles for selecting reading materials.
(1 credit)
This course is designed to synthesize the culmination of courses taken over the course of the degree program into a unified theme and presented into a final reflection of the chosen theme. Students are required to actively participate, give an oral presentation, and submit a final electronic portfolio of all their significant work and achievements. Students will also participate in workshops designed to facilitate their transition from a student to the mission field or other relevant career options.
(12 credits)
Student will be involved in the total program of the school(s) including observation, participation, and analysis of teaching. The student will work with a qualified cooperating (mentor) teacher for 50 school days (10 weeks) over one quarter semester, including the preparation for the opening of school in the fall. The time may be extended for absences and/or to give the student more time to develop competences they might be lacking. This first quarter will focus on critical issues related to student teaching, electronic portfolio development, capstone project, and preparation of a thematic unit for public presentation. Lab fee: $300.
(12 credits)
Student will be involved in the total program of the school(s) including observation, participation, analysis of teaching, and full-time teaching. The student will work with a qualified cooperating teacher all day every school day for 50 days (10 weeks). The time may be extended for absences and/or to give the student more time to develop competencies they might be lacking. Students are not allowed to take any other courses except those approved by the advisor in the School of Education. This quarter semester session will focus on the professional portfolio or capstone project which must be completed before graduation. Lab fee: $400.
RELIGIOUS EDUCATION MAJOR (92 credits)
Description
The major in Religious Education prepares students for mission and to teach the Seventh-day Adventist religion and its doctrines, beliefs, and history in Seventh-day Adventist elementary schools, secondary-level academies, and affiliated religious institutions.
The focus of the program is to create a learning environment that is spiritually validating, is intellectually enlarging, and builds strong Christian character. Students will develop the competence to teach the Scriptures, doctrines, and the story of Jesus Christ through classroom instruction, discussions with peers, mentoring by experienced faculty, experiential learning, and outreach efforts in the community. Students will learn how to present structured didactic lessons, and cooperative learning experiences for their students as they teach the Seventh-day Adventist message, Spirit of Prophecy, and last-day events.
(3 credits)
Explores the major issues relevant to Christian education, thus providing a basis for the development of a personal philosophy of education within the Christian context. An endeavor is made to discover the dynamic relationship between education and redemption, while illustrating means by which Christian principles may pervade every educational facet. Particular emphasis is given to implications for the student’s own life and for the educational and youth ministries of the Seventh-day Adventist Church. Students will also explore the unique philosophical elements that undergird the Hartland educational model that blends entrepreneurial training via Madison 2.0, work education, agriculture training, practical real-world oriented classroom instruction, community outreach, physical fitness, outdoor education and recreation in God’s natural world.
(3 credits)
Provides the prospective teacher a basic understanding of the principles and procedures of Christian teaching. Instruction will be given in planning lessons, methods of teaching, making fair evaluations, handling discipline matters, and other areas vital to successful teaching. Students will visit various types of schools in the local area observing various facets of the educational world in action.
(3 credits)
Emphasis is placed on design and development of curriculum with a Christ-centered worldview. The course will deconstruct the relationship between curriculum and instruction and explore the instructional strategies most effective for the different types of learners. The course will also probe how standards influence curriculum development and instructions, and the role assessment plays in determining effectiveness of the teaching and learning process.
(4 credits)
In this introduction and survey to the book of Daniel, students will employ sound prophetic principles of interpretation to understand the content. As students compare prophecy and history, there will be an emphasis on applying the prophecies to many questions 21st century missionaries face today, and to the prophetic heritage that stands behind the commitment and growth of the Seventh-day Adventist Church.
(4 credits)
In this last book of the New Testament, all the themes of the Bible meet and end. Students will be introduced to sound principles of prophetic interpretation to understand the content. This course covers the revelation of Jesus Christ throughout the history of the seven churches, the seven seals, and the seven trumpets, which take up the first 11 chapters of Revelation.
(4 credits)
This class constitutes an in-depth study of the final phases of the great controversy between Christ and Satan as outlined in the epic battle between the mark of the beast and the seal of God, which comes to its climactic finale at Jesus’ second coming.
(3 credits)
21st century missionaries can strengthen their sense of corporate identity by reviewing the events that brought Seventh-day Adventists into being. This course covers the history of the Seventh-day Adventist Church from its 19th century Millerite roots, its organization and reorganization, and the development of its missionary activities, to its present worldwide expansion. Students will become acquainted with major events, themes, and developmental stages in the history of the SDA Church, as well as the relevance of SDA history to contemporary issues in the church. Investigation will also be made into the role of the prophetic gift in the church from Bible times to the present day, with special emphasis on the role of Sister Ellen G. White in the development of the SDA Church.
(3 credits)
The supreme model for 21st century missionaries is none other than our Lord Jesus Christ. A comprehensive study of Jesus’ life and teachings as revealed in the four Gospels, aimed at developing student appreciation for Christ’s impact upon one’s own life, as well as enabling the student to present the fundamental message of Jesus to others. This course covers Christ’s life from His incarnation to His ascension.
(3 credits)
A framework for exploration and appreciation of cultural similarities and differences related to teaching within a multicultural environment. Emphasis is on active involvement through group discussion. Topics include cultural heritage awareness, values clarification and sensitivity, and respect for the contributions from a complex, culturally diverse world.
(3 credits)
An overview and investigation of humanity’s origins, including our Fall and the history of God’s dealings with us is indispensable for the 21st century missionary. This course consists of an overview of Old Testament history from Creation to the time prior to the Israelite kingdom. A study is made of the books of Moses (Genesis to Deuteronomy) and Job, continuing with the historical books of Joshua, Judges, and Ruth.
(3 credits)
A study of the time of the kings, including I and II Samuel, I and II Kings, and I and II Chronicles, to the reign of King Josiah. The class includes a review of the early Old Testament prophets Hosea, Jonah, Micah, Nahum, Isaiah, and Amos. There will also be a brief review of the Psalms and the wisdom literature of Solomon.
(3 credits)
A survey of the history of Israel from the time of King Jehoiakim to the period of restoration after the Babylonian captivity. The historical books of Ezra, Nehemiah, and Esther are studied with a review of the latter Old Testament prophets Jeremiah, Ezekiel, Daniel, Joel, Habakkuk, Haggai, Zechariah, Zephaniah, and Malachi.
(3 credits)
Examines the organizational and management of the multigrade Christian classroom, including curricula grouping for instruction, the individualization of instruction, and maintenance of records.
(3 credits)
An introduction to classroom management. Designed to help the prospective teacher gain an understanding of classroom procedures for creating and maintaining a productive learning environment in which students’ success is maximized.
(3 credits)
The history and spiritual growth of the early Christian church are explored through a study of the book of Acts and the letters of James, Peter, John, and Jude. This class fulfills part of Hartland’s mission by familiarizing students with these books of the Bible. As one vital objective of the Theology Department, an in-depth study of these books is indispensable for helping future pastors and teachers to fulfill the various aspects of their ministry.
(3 credits)
21st century missionaries would greatly benefit from emulating the indomitable spirit, courage, energy, and love exemplified in Paul’s life. This course is a study of the epistles of I and II Thessalonians, I and II Corinthians, Galatians, and Romans. The goal of this course is to understand Paul’s basic themes in their original context, as well as their application and relevance to Christians of all ages.
(3 credits)
This course consists of a study of the messages and present application of Paul’s prison epistles: Ephesians, Philippians, Colossians, and Philemon. Also covered are Paul’s pastoral epistles to Timothy and Titus, and the book of Hebrews.
(3 credits)
Materials and methods of teaching religion in the school setting. Religion involves studying the Scriptures and making them relevant to the life of the learner. The course is designed to help the prospective teacher become aware of the importance of in-depth Bible study and to become familiar with strategies that will help them teach creatively and effectively. The course instruction is to prepare the prospective teacher to facilitate and implement the programs recommended by the North American Division of Seventh-day Adventists.
(4 credits)
This class prepares prospective teachers to have a better understanding of classroom learning and assessment. Attention will be given to test construction and evaluation of test results. Topics include the implications educational research findings bring to classroom practice, especially assessment of student learning.
(4 credits)
An investigation of the role of the prophetic gift in the church from Bible times to the present day, with special emphasis on the role of Ellen G. White in the development of the Seventh-day Adventist Church. This course also explores the context from which she emerged as God’s special messenger and examines issues surrounding her ministry and challenges to her credibility. Students will be provided with interpretive tools for understanding and applying Ellen White’s writings.
(3 credits)
A study of the basic principles of teaching reading in the content areas and in secondary school. Study will include concepts, methods, materials, and organizational skills for reading instruction. Emphasis will be given to the use of biblical principles for selecting reading materials.
(1 credit)
This course is designed to synthesize the culmination of courses taken over the course of the degree program into a unified theme and presented into a final reflection of the chosen theme. Students are required to actively participate, give an oral presentation, and submit a final electronic portfolio of all their significant work and achievements. Students will also participate in workshops designed to facilitate their transition from a student to the mission field or other relevant career options.
(12 credits)
Student will be involved in the total program of the school(s) including observation, participation, and analysis of teaching. The student will work with a qualified cooperating (mentor) teacher for 50 school days (10 weeks) over one quarter semester, including the preparation for the opening of school in the fall. The time may be extended for absences and/or to give the student more time to develop competences they might be lacking. This first quarter will focus on critical issues related to student teaching, electronic portfolio development, capstone project, and preparation of a thematic unit for public presentation. Lab fee: $300.
(12 credits)
Student will be involved in the total program of the school(s) including observation, participation, analysis of teaching, and full-time teaching. The student will work with a qualified cooperating teacher all day every school day for 50 days (10 weeks). The time may be extended for absences and/or to give the student more time to develop competencies they might be lacking. Students are not allowed to take any other courses except those approved by the advisor in the School of Education. This quarter semester session will focus on the professional portfolio or capstone project which must be completed before graduation. Lab fee: $400.
CHRISTIAN SECONDARY EDUCATION MINOR (76 credits)
Students desirous of adding a Christian Secondary Education minor to their program of study must declare a minor with their academic advisor and complete a minimum of 68 credits in education to include the courses below.
(3 credits)
This course highlights the link between basic philosophical issues and educational outcomes, how a biblical Christian worldview should permeate and shape an educational model. It explores the major issues relevant to Christian education thus providing a basis for the development of a personal philosophy of education within the Christian context. An endeavor is made to discover the dynamic relationship between education and redemption, while illustrating means by which Christian principles may pervade every educational facet. It also seeks to explain Hartland’s educational model. A fundamental component of this class is the study of Ellen White’s book Education.
(3 credits)
Provides the prospective teacher a basic understanding of the principles and procedures of Christian teaching. Instruction will be given in planning lessons, methods of teaching, making fair evaluations, handling discipline matters, and other areas vital to successful teaching. Students will visit various types of schools in the local area observing various facets of the educational world in action.
(3 credits)
A study of psychology as it relates to the learning processes, age, and teaching methods. Emphasis on the study of psychological principles related to learning and cognition, and the personal, moral, and social development of the school-aged child. The course also includes discussion of the developmentally appropriate instructional practices, student with exceptionalities, integration of faith int eh learning process, and teacher reflection.
(3 credits)
An introduction to classroom management. Designed to help the prospective teacher gain an understanding of classroom procedures for creating and maintaining a productive learning environment in which students’ success is maximized.
(3 credits)
Surveys the characteristics of exceptional children and the psychological/educational problems faced by such children in the home, school, and society. Procedures for incorporating the exceptional child and adopting to his or her needs in the Christian classroom are explored.
(3 credits)
A survey of the instructional uses of educational technology, including the internet, computer hardware, applications, social media, software, and assisted technology for students with disabilities. The course also provides students opportunities for experiences and practice in using technology tools for educators. Emphasis on the use of technology within the context of accomplishing authentic tasks and using technology to enhance the teaching and learning environment.
(3 credits)
This course will address theoretical and practical aspects of ESL instruction and testing. Students will build a foundation in English pronunciation, lexicon, and grammar so that they understand the challenges English language learners face. They will learn how to design lessons for children and youth that use a communicative, interactive approach and will microteach those lessons in class. They will investigate, critique, and use a variety of ESL materials appropriate in the teaching and learning process.
(3 credits)
This course focuses on the pedagogy and methodology that can be used to enhance learning across content areas at the secondary level. The components of instructional planning, as well as current trends and issues in education, are examined. Participants develop and evaluate standards-based instruction, lesson delivery techniques, and assessment strategies aligned to 21st-century skills and the principles outlined in the Spirit of Prophecy regarding True Education.
(4 credits)
This class prepares prospective teachers to have a better understanding of classroom learning and assessment. Attention will be given to test construction and evaluation of test results. Topics include the implications educational research findings bring to classroom practice, especially assessment of student learning.
(3 credits)
A study of the basic principles of teaching reading in the content areas and in secondary school. Study will include concepts, methods, materials, and organizational skills for reading instruction. Emphasis will be given to the use of biblical principles for selecting reading materials.
(3 credits)
A study for the principles of teaching Bible in the secondary school. Study will include the methods of Christ’s teaching, materials, assessment, and organizational skills for Bible instruction. Focus on preparing Bible teachers to inspire the coming generation with an understanding of God’s end-time apocalyptic vision of Revelation 14 that leads them to dedicate their lives to that vision and the advent of the Lord.
(1 credit)
This course is designed to synthesize the culmination of courses taken over the course of the degree program into a unified theme and presented into a final reflection of the chosen theme. Students are required to actively participate, give an oral presentation, and submit a final electronic portfolio of all their significant work and achievements. Students will also participate in workshops designed to facilitate their transition from a student to the mission field or other relevant career options.
(12 credits)
Student will be involved in the total program of the school(s) including observation, participation, and analysis of teaching. The student will work with a qualified cooperating (mentor) teacher for 50 school days (10 weeks) over one quarter semester, including the preparation for the opening of school in the fall. The time may be extended for absences and/or to give the student more time to develop competences they might be lacking. This first quarter will focus on critical issues related to student teaching, electronic portfolio development, capstone project, and preparation of a thematic unit for public presentation. Lab fee: $300.
(12 credits)
Student will be involved in the total program of the school(s) including observation, participation, analysis of teaching, and full-time teaching. The student will work with a qualified cooperating teacher all day every school day for 50 days (10 weeks). The time may be extended for absences and/or to give the student more time to develop competencies they might be lacking. Students are not allowed to take any other courses except those approved by the advisor in the School of Education. This quarter semester session will focus on the professional portfolio or capstone project which must be completed before graduation. Lab fee: $400.
Required Cognates (18 credits)
(4 credits)
This is a survey course of the structure and function of tissues, organs, and systems of the human body. The aim is to give each student an appreciation for the creative power and wisdom of God and a basic working knowledge of the human body.
(3 credits)
Missionary service occurs within a larger doctrinal framework that provides the context for all kinds of ministry. The goal of this class is to study the 28 fundamental beliefs held by Seventh-day Adventists with an emphasis on the pillars of our faith. Students will examine the biblical evidence for each doctrine, the impact they have on the church’s mission and our personal lives, and how to defend these beliefs.
(3 credits)
21st century missionaries can strengthen their sense of corporate identity by reviewing the events that brought Seventh-day Adventists into being. This course covers the history of the Seventh-day Adventist Church from its 19th century Millerite roots, its organization and reorganization, and the development of its missionary activities, to its present worldwide expansion. Students will become acquainted with major events, themes,
and developmental stages in the history of the SDA Church, as well as the relevance of SDA history to contemporary issues in the church. Investigation will also be made into the role of the prophetic gift in the church from Bible times to the present day, with special emphasis on the role of Sister Ellen G. White in the development of the SDA Church.
(9 credits)