Educational Studies Dual Major
https://cola.unh.edu/education/program/educational-studies-dual-major
The Educational Studies Dual Major (ESDM) program is for students interested in the foundations, philosophy, paradigms, research, and social structures of education. The flexible, rigorous, transdisciplinary program bridges community engagement with theoretical explorations. Students analyze, evaluate, and develop approaches to challenges facing education in the context of organizations, cultures, history, and technologies. The program integrates fieldwork and research in a range of educational settings, including classrooms, museums, and nonprofits. It is relevant for future educators, policymakers, researchers, and those who wish to deepen their knowledge of education as informed citizens.
Degree Requirements
All Major, Option and Elective Requirements as indicated.
*Major GPA requirements as indicated.
Candidates for a degree must satisfy all of the University Discovery Program and Writing Program requirements in addition to satisfying the requirements of each individual major program. Bachelor of arts candidates must also satisfy the foreign language proficiency requirement.
Students who are interested in a dual major in Educational Studies will need to file an Intent to Dual Major Form. For more information, please contact education.department@unh.edu.
Educational Studies Dual Major Requirements
The educational studies dual major requires 32 credits, each course completed with a C+ or better. Any education course to be applied for a teacher licensure requirement must be completed with a grade of B- or better. The dual major cannot be declared until after a first major has been declared. Students must have a UNH undergraduate GPA of a 2.50 or better at the time of declaring the dual major. The required minimum overall GPA in major coursework is 2.50.
Education Language Requirement
The bachelor of arts degree at the University of New Hampshire requires that students satisfy the foreign language proficiency requirement. The requirement may be met by demonstrating language proficiency equal to a one-year college-level course (401 and 402, 403 and 503, 501 [Latin only], or 503 and above in a spoken language). American Sign Language courses meet the foreign language proficiency requirement for Education majors when COMM 401 American Sign Language I and COMM 502 American Sign Language II have been completed.
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| Foundations | ||
| EDUC 402 | Introduction to Educational Studies: Social Change and Education in Local and Global Contexts | 4 |
| EDUC 500 | Exploring Teaching | 4 |
| or EDUC 520 | Education, Poverty, and Development | |
| EDUC 605 | Educational Perspectives in Critical Times | 4 |
| EDUC 701 | Human Development & Learning: Cultural Perspectives | 4 |
| Elective Courses | ||
| Choose three (3) elective courses, providing students with opportunities for focused inquiry in educational studies. Students may either emphasize a single cluster or take elective coursework in more than one cluster below: | 12 | |
Instructional Methods in Schools | ||
| Classroom Management: Creating Positive Learning Environments | ||
| Teaching Elementary School Science | ||
| Teaching Elementary Social Studies | ||
| Teaching & Learning Literacy in the Elementary Classroom | ||
| Math with Technology in Early Education | ||
| Exploring Mathematics for Teachers I | ||
| Teaching of Mathematics in Grades K-5 | ||
Language and Literacy | ||
| Mentoring Readers and Writers in the Elementary Grades | ||
| Language and Linguistic Diversity in Schools | ||
| Teaching Multilingual Learners | ||
| Critical Perspectives on Children's Literature | ||
Special Education | ||
| Peer to Peer Mentoring for Students with Disabilities | ||
| Introduction to Disability in Inclusive Schools and Communities | ||
| Advocating for Diverse and Inclusive Family-School-Community Partnerships | ||
| Inclusive Elementary Education: Literacies and Learning for Diverse Learners | ||
| Methods of Inclusive Secondary Education: Literacies, Learning, and Transitions | ||
| Introduction to Young Children with Special Needs | ||
| Designing Curriculum for Inclusive, Equitable Settings for Young Children (birth-8) | ||
Critical and Diverse Perspectives | ||
| Public Issues, Democratic Schooling & Active Citizenship in a Global Context | ||
| Education, Poverty, and Development | ||
| Teaching Race | ||
| Critical Social Justice in and Beyond Education | ||
| Capstone Course | ||
| Select one of the following: | 4 | |
| Educators as Community-Engaged Researchers | ||
Semester in the City (if completed during senior year) | ||
INCO 790 Advanced Research Experience and URC Presentation | ||
McNair Research Thesis | ||
A capstone in the first major, if related to an Educational Studies project and approved by both advisors and the director of Undergraduate Studies. | ||
| Total Credits | 32 | |
Educational Studies Dual Major (without licensure)
GOAL ONE: Our students effectively analyze the social dimensions of education, to include issues of culture, gender, equity, health, and economics. Specifically, students will:
- demonstrate understanding of the history and politics of education including the principles, assumptions and impacts of school reform initiatives, education, international development and economic globalization as well as alternatives for defining and pursuing diverse conceptions of education, quality of life, and equity.
- demonstrate understanding of how economics and markets shape private and public actions and outcomes with respect to education on local, regional, national and global scales.
- demonstrate understanding of the origins, similarities and differences among concepts of diversity, universality, pluralism, multiculturalism, and cosmopolitanism and their implications for education in formal and informal at a variety of scales.
- demonstrate understanding of the roles of gender, race, ethnicity, and economic class in affecting education in formal and informal settings.
- demonstrate cultural self-awareness and cultural sensitivity in analysis, synthesis, visioning, design and intervention related to studies in education.
- demonstrate an understanding of the connection between public health and education.
GOAL TWO: Our students engage diverse histories of education in the context of civic engagement, activism, and commitment to equity and justice for Social Good. Specifically, students will:
- demonstrate understanding of the relationship between awareness and action and be able to articulate theories of ethics and civic engagement in the context of educational initiatives on local, national and international levels.
- demonstrate understanding of the principles, assumptions and frameworks of educating for equity and justice from diverse perspectives.
- critique these issues based on their direct experience in "engaged learning" projects.