Undergraduate Course Catalog 2006-2007
College of Liberal Arts
» http://www.unh.edu/liberal-arts/
Education (EDUC)
» http://www.unh.edu/education
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Chairperson: E. Scott Fletcher
Professor: Michael D. Andrew, John J. Carney, Todd A DeMitchell, Ann L. Diller, Janet Elizabeth Falvey, Ann Weaver Hart, David J. Hebert, Barbara E. Houston, Bruce L. Mallory, Sharon N. Oja
Research Professor: David C. Hagner
Associate Professor: Eleanor D. Abrams, Grant L. Cioffi, Elizabeth A. Finkel, E. Scott Fletcher, Virginia E. Garland, Georgia M. Kerns, Barbara H. Krysiak, Ann L. Loranger, Jane A. Nisbet, Joseph J. Onosko, Harry J. Richards, Judith A. Robb, Paula M. Salvio, Thomas H. Schram, William L. Wansart, Dwight Webb, Ruth M. Wharton-McDonald
Assistant Professor: Vincent J. Connelly, Leslie J. Couse, Mary K. Fries, Suzanne E. Graham, John F. Hornstein, Michael J. Middleton, Justus M. Ogembo, Loan T. Phan, Judy Sharkey
Research Assistant Professor: Cheryl Daly, Cheryl M. Jorgensen, Mary C. Schuh
Affiliate Assistant Professor: Nancy Franz, Wanda S. Mitchell, Cari A. Moorhead, Jeanne E. Ormrod
Clinical Assistant Professor: Janet Thompson
Lecturer: Timothy J. Churchard, Paul M. Loranger
Basic Programs
At the undergraduate level students have the opportunity to begin
taking courses in teacher preparation programs which will lead to
teacher licensing at the graduate level in elementary and secondary
education. They may also wait to prepare to teach solely at the
graduate level.
Students majoring in music, mathematics,
nursery/kindergarten, 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. Students interested in agriculture and
occupational education should contact Professor Michael Andrew in the
Department of Education.
Elementary teaching and most secondary areas require
completion 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 course
work 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 are also opportunities for study or
certification at the graduate level in administration, counseling,
elementary and secondary teaching, early childhood, reading, 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.
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*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 which 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 which 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
Phase I. Enroll in Exploring Teaching: Education 500.
Students are encouraged to take EDUC 500, Exploring Teaching, as a
sophomore, but completion during junior year could also leave enough
time for other education course requirements.
Exploring Teaching is also available through the
live, learn, and teach summer program, which is open to juniors and
seniors. For information, contact the Department of Education, 203
Morrill Hall. A positive recommendation from the Exploring Teaching
instructor is required before further coursework is taken in the
teacher education program.
Phase 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).
This co-adviser works with the students, along with the major adviser
to plan the undergraduate portion of the five-year teacher education
program.
Every student must take 4 credits in each of five
areas (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). 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.
Phase III. Internship and Graduate Phase of the Teacher Education Program
Undergraduates
should apply to the Graduate School early in the first semester of the
senior year for the final phase of the teacher education program.
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.
Students with an undergraduate G.P.A. of 3.2 or
greater may be allowed to begin the program in the second semester of
the senior year, earning a maximum of 8 graduate credits.
The year-long 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/October 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 associate director of field experiences in Durham
and the director of teacher education at Manchester play a major role
in identifying internship sites and should be consulted regarding
placement. 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 or the
early childhood special education option 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
Phase I
Exploring Teaching is open to all students subject to available space.
Approximately 150 students are accepted each semester.
Phase II
Continuation in Professional Coursework is dependent upon positive
recommendations from Education 500, Exploring Teaching.
Phase III
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 75 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) scores of the
middle 50 percent of students admitted to the graduate programs in
teacher education fall in the following range: Verbal, 410–550;
Quantitative, 450–600; Analytical, 540–650.
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 are also important.
In our admission process, we seek evidence that our
students 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.
Early Admission
Provision exists for UNH seniors to apply for early admission to the
Graduate School, i.e., admission for the second semester of the senior
year. Such candidates may petition to have up to 8 credits of graduate
coursework simultaneously count toward the bachelor’s and master’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. A minimum of a 3.2 cumulative grade-point
average is required to qualify for early admission.
Students interested in early admission apply using the regular graduate school application.
Four-Year, Undergraduate Option
A bachelor’s degree including a one-semester teaching requirement
allows students to be recommended for licensure in certain specialized
areas. Those areas are: mathematics, music, nursery/kindergarten
education, 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 2.50 overall (2.80 for nursery/kindergarten) grade-point
average at the time of application is required. Applications are due by
March 1 of the junior year for the fall semester and October 15 of the
senior year for the spring semester. An unofficial transcript and a
current résumé must accompany your application. Return applications to
the Department of Education Office, 203 Morrill Hall.
Students may also become licensed for kindergarten
through grade three (early childhood licensure) by completing the
master’s degree program in early childhood.
