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Undergraduate Course Catalog 2015-2016

College of Liberal Arts


Education (EDUC)


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Associate Chairperson: Leslie J. Couse
Professor: Eleanor D. Abrams, Todd A. DeMitchell, Bruce L. Mallory, Jane A. Nisbet, Paula M. Salvio
Affiliate Professor: Michael A. Gass, David C. Hagner, Sarah Redfield
Associate Professor: Eun Kyeong Cho, Vincent J. Connelly, Leslie J. Couse, Virginia E. Garland, Suzanne E. Graham, Georgia M. Kerns, Justus M. Ogembo, Joseph J. Onosko, Loan T. Phan, Harry J. Richards, Judith A. Robb, Thomas H. Schram, Judy Sharkey, Ruth M. Wharton-McDonald
Affiliate Associate Professor: Brent J. Bell, Jayson O. Seaman
Assistant Professor: Jade Caines, Elyse Hambacher, Sameer Honwad, Diane Pimentel, Emilie M. Reagan, Winston Thompson
Research Assistant Professor: Betsy Humphreys, Lauren Provost, Mary C Schuh
Affiliate Assistant Professor: Kathryn Dodge, John F. Hornstein, Cari A. Moorhead, Julie F. Simpson
Clinical Assistant Professor: Maryann Minard
Clinical Instructor: Shaleen Cassily, Charlene Westervelt
Affiliate Faculty: Christine Consales, Mark Wiley
Senior Lecturer: Timothy J. Churchard
Lecturer: Brandie Bolduc, Bruce Turnquist

Basic Programs
At the undergraduate level, students have the opportunity to begin taking courses in teacher preparation programs, which will lead at the graduate level to teacher licensing in elementary and secondary education, early childhood education, early childhood special needs, and special education. They also may wait to prepare to teach solely at the graduate level.

Students majoring in music, mathematics, Pre-K-3rd grade, and physical education have the option of participating in a five-year program leading to licensure and a graduate degree. Or they may choose the four-year option in those majors, which leads to licensure at the undergraduate level. Students interested in the four-year option in these areas should contact the departments for information.

Elementary teaching and most secondary areas require completion of a minimum of a one-year graduate program, which leads to a master’s degree and teacher licensure. Most students who plan to teach in elementary and secondary schools apply to the graduate school to complete a five-year program. In the five-year program, students begin preparation for teaching at the undergraduate level with a semester of field experience (EDUC 500, Exploring Teaching) and professional coursework in education. Students complete a baccalaureate degree outside of education and move into a fifth year of study and a full-year internship leading to the M.Ed. or M.A.T. degree and licensure in teaching.*

There also are opportunities for study or certification at the graduate level in administration, counseling, elementary and secondary teaching, early childhood, special education, and adult and occupational education. The department encourages students interested in graduate study or in relevant undergraduate courses to meet with these graduate program coordinators in the Department of Education.

Students at the undergraduate level who are interested in special education or early childhood education can begin to complete prerequisite coursework for the graduate program leading to certification in special education (K-12) or early childhood education. For students seeking the M.Ed. in special education or early childhood education without certification in general education, it is not necessary to complete Education 500. For coursework that can be taken at the undergraduate level, students should see program advisers in the Department of Education.
*Students in the five-year program may combine their program for teacher licensure with a master's program in their major field department.

Program Philosophy and Mission
Unit Mission Statement 
The following conceptual framework guides all of the programs that prepare professionals in education at the University of New Hampshire:

The professional education unit at the University of New Hampshire seeks to prepare practitioners who will become leaders in their own practice settings and within their profession, applying knowledge to improve education for all students and enrich the lives of clients. Immersion in subject matter, research, theory, and field-based experience provides a base for our graduates to make well-reasoned judgments in complex situations, render informed decisions, model exemplary practice, and take initiative for planned change.

Students learn to establish caring environments that celebrate individual differences and backgrounds while fostering cooperation and educational improvement. We stress reflective critical inquiry as a mode of study, and community-building as a means for promoting change. We value and support both our students’ local practice and their broader leadership within the profession.

Mission of Programs in Teacher Education
The following mission statement gives direction to the basic and advanced programs in teacher education:

We seek to prepare beginning teachers who demonstrate excellence in classroom practice and who will become educational leaders. Our graduates will possess the knowledge, skills, and dispositions required for outstanding classroom practice and eventual leadership within the local school community and the larger education community.

Undergraduate Work toward Teacher Certification in Elementary and Secondary Education

Step I. Enroll in Exploring Teaching: Education 500
Students are encouraged to take EDUC 500, Exploring Teaching, as a sophomore, but completion during junior or senior year also can leave enough time for other education course requirements.

Step II. Professional Coursework in Education at the Undergraduate Level
Education 500 is a prerequisite to further work in the teacher education program. An undergraduate receives a co-adviser in the Department of Education (usually the Exploring Teaching instructor). Along with the major adviser, this co-adviser works with the student to plan the undergraduate portion of the five-year teacher education program.

Every student must take four credits in each of five areas, as follows: EDUC 700, Educational Structure and Change; EDUC 701, Human Development and Learning: Educational Psychology; EDUC 703, Alternative Teaching Models [or other required methods course(s)]; EDUC 705, Alternative Perspectives on the Nature of Education; EDUC 751, Educating Exceptional Learners. EDUC 707, Teaching Reading through the Content Areas, is required for some secondary subject licensure areas. Elementary education students are required to have four methods courses: one each in the teaching of reading, mathematics, science, and social studies. Those who do not intend to use this coursework for initial licensing may enroll with instructor permission. All 700-level education courses at UNH are restricted to students with junior or senior standing. These courses may also be taken at the graduate 800 level.

Any course taken in the Department of Education that will be used to fulfill a teacher licensure requirement must be completed with a grade of B- or above.

Step III. Admission to the Internship and Graduate Phase of the Teacher Education Program
Undergraduate seniors should apply to the Graduate School in early November in the first semester of the senior year for the final phase of the teacher education program. Students with an undergraduate grade-point average of 3.2 or better admitted into the accelerated master's program may be allowed to begin the program in the second semester of the senior year, earning a maximum of  twelve graduate credits.

Undergraduate juniors with an undergraduate grade-point average of 3.2 or better should apply to the Graduate School in early February in the second semester of the junior year for the final phase of the teacher education program. Students with an undergraduate grade-point average of 3.2 or better admitted into the accelerated master's program may be allowed to begin the program in the first semester of the senior year, earning a maximum of twelve graduate credits during the senior year.

The final phase of the program includes a full-year internship, electives, and a program portfolio and colloquium. This phase normally takes an academic year plus a summer to complete.

The yearlong internship (EDUC 900/901) is part of the final stage of the five-year program. It meets the goals of increased clinical experience and better integration of theory and practice.

The internship is a teaching and learning experience in which the intern is involved in an elementary or secondary school over the course of an entire school year. Interns become a part of the school staff, sharing appropriate instructional tasks, and often carrying the full instructional duties in one or more classes.

Interns are mentored and supervised by a school staff member who is designated as a “cooperating teacher.” A UNH faculty member collaborates in intern supervision and conducts a weekly seminar for all interns with whom he/she is working.

The internship is a full-time experience for 6 graduate credits each semester. It typically begins in September and runs through May or June. Due to the intensive time commitment, it is recommended that, at most, only one course be taken in addition to the internship each semester.

Before the internship, all students will have completed a bachelor’s degree with a major outside of education. Because of this, they will possess a depth of knowledge in a subject area and a broad general education, in addition to substantive preparation for teaching. Secondary education candidates must have completed an approved major, or its equivalent, in the subject that they intend to teach. Elementary education candidates may pursue an undergraduate major in any area; however, majors in the core disciplines taught in elementary schools are desirable.

Undergraduates should apply for internship in September of their senior year. At the same time, it is advisable to begin the application process for graduate school. Arranging an appropriate placement is a time-consuming process. Starting early will facilitate finding the best setting for students’ needs and goals. The director of field experiences in Durham and the associate director of teacher education in Manchester play a major role in identifying internship sites and should be consulted regarding the placement process. Internship applications are available at the Department of Education, Durham, and the Office of Teacher Education, Manchester. Admission to the internship requires a completed application to the internship, admission to the graduate school, and a consultation with the director of field experiences. Please note: Undergraduates interested in the master’s degree in early childhood education, the early childhood special education option, and special education do not apply for internships in their senior year. Internships for this program are arranged with program faculty once core graduate requirements are met.

Admission to the Program
Step 1.
Exploring Teaching is open to all students, subject to available space. Approximately 150 students are accepted each semester.

Step 2.
Continuation in professional coursework is dependent upon positive recommendations from Education 500, Exploring Teaching.

Step 3. Admission to the internship and the graduate program requires acceptance to the Graduate School. The process is competitive because of high admissions standards and limited space in the program. Approximately 80 percent of applicants for Phase III are accepted.

In determining admission of students to teacher education graduate programs, several criteria are used:

1. Undergraduate Grade-Point Average
The undergraduate grade-point average of the middle 50 percent of students admitted to the graduate programs in teacher education falls in the range of 3.15-3.53.

2. The Graduate Record Examination Scores
The Graduate Record Examination (GRE) minimum acceptable scores are as follows: Verbal, 146-154; Quantitative, 140-152; Writing, 4.0-5.0.

3. Recommendations
Positive recommendations from EDUC 500, Exploring Teaching, or the equivalent and from those able to relay information about a candidate’s performance in teaching situations or related areas are important. Recommendations from undergraduate subject major professors also are important.

In the admission process, the program seeks evidence that candidates have the following knowledge, abilities, and dispositions: (1) motives to teach that include a strong social commitment to contribute to society through education; (2) a disposition to care for students—each and every one; (3) the ability to interact positively with children and adults; (4) the capacity to win the respect of their peers and be effective in group interaction, showing openness to the needs and views of others; (5) well-developed communication skills, including speaking, writing, and listening skills as well as an ability to engage others in both the giving and receiving of information and feelings; (6) perceptiveness: the ability to identify and process the relevant details in a given environment, especially in the context of a classroom; (7) the ability to make reasonable judgments in the context of complex situations that change from moment to moment; (8) the capacity for clear thinking and an ability to translate complex thoughts into simple and clear explanations; (9) superior academic skills: extensive knowledge of at least one major discipline, intellectual curiosity, and the ability to be open to the unknown; (10) a disposition to take charge of one’s own learning, which includes the active pursuit of feedback and the willingness to take thoughtful risks.

Accelerated Master's Program
UNH undergraduate seniors with a minimum of a 3.2 cumulative grade-point average at the end of the first semester of their senior year and undergraduate juniors with a minimum of a 3.2 cumulative grade point average at the end of the second semester of their junior year can apply for “early admission” to the Graduate School (November for seniors, February for juniors). Such candidates may register for a maximum of 12 credits of dual-credit coursework (undergraduate/graduate level course work, e.g., 700/800) prior to completing their bachelor’s degree. A student must be admitted to the Graduate School before the start of the semester in which the course(s) will be taken in order to receive graduate credit. Once accepted a student must maintain the minimum 3.2 cumulative grade point average until their undergraduate degree is awarded. A student would apply for early admission on the regular Graduate School application available at

Four-Year, Undergraduate Option
A bachelor’s degree including a one-semester student-teaching requirement allows students to be recommended for licensure in certain specialized areas. Those areas are mathematics, music, Pre-K-3rd grade, and physical education.

These program options include a major appropriate for the licensure being sought, in addition to the following core professional courses or their equivalent: EDUC 500, Exploring Teaching; EDUC 700, Educational Structure and Change; EDUC 701, Human Development and Learning: Educational Psychology; EDUC 703, Alternative Teaching Models; EDUC 705, Alternative Perspectives on the Nature of Education; EDUC 751, Educating the Exceptional Learner; and EDUC 694, Supervised Student Teaching.

For admission to supervised student teaching, a minimum 2.8 cumulative grade-point average at the time of application to student teaching are required. Students in music, mathematics, and physical education need to apply by March 1st of the junior year and October 15th of the senior year for spring semester to the Department of Education for student teaching. An unofficial transcript and a current résumé must accompany the application. Return applications to the Department of Education Office, 203 Morrill Hall.

Students also may become licensed for K-3 (early childhood licensure) by completing the master’s degree program in early childhood education.

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