Educational Studies Dual Major
The dual major in educational studies is designed for students who are interested in an education that integrates field-work and research in a range of educational settings, including classrooms, museums and non-profits whether they aspire to become educators, activists, policymakers or deepen their knowledge of education as informed citizens.
The dual major in educational studies is committed to deepening our understanding of educational institutions and the processes necessary to bring about systemic changes that lead to equity and access to a first-rate educational experience for all students. In addition to core courses and electives taught by educational studies faculty, our dual major benefits from a wide array of cross-referenced courses offered by other departments and programs, including Gender and Women’s Studies, Anthropology, History, Economics, Political Science, Psychology, Sociology, Theatre and Dance and others. Although the interdisciplinary major does not lead to teacher certification, we do advise students from across the University on pathways to teaching.
The dual major in educational studies requires (32 credits) each completed with a C+ or better. Any education course to be applied for a future 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 and students must have a UNH undergraduate GPA of a 2.50 or better at the time of declaring. The required minimum overall GPA in major coursework is 2.50.
|Introduction to Educational Studies: Social Change and Education in Local and Global Contexts|
|Explorations in Learning and Teaching||4|
|Choose one (1) 500-level exploration and applied experience course:|
|Education, Poverty, and Development|
|Two (2) core courses emphasizing interdisciplinary grounding in education and learning (All 700 level Ed courses are open to only Juniors and Seniors):|
|Educational Perspectives in Critical Times|
|Human Development & Learning: Cultural Perspectives|
|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:|
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|
|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|
|Critical Social Justice in and Beyond Education|
Law and Educational Policy
|Students, Teachers, and the Law|
|Educators as Community-Engaged Researchers|
or Semester in the City if completed during senior year
or INCO 790 Advanced Research Experience and URC Presentation
or McNair Research Thesis
or A capstone in their first major-if it's related to an Educational Studies project and approved by both advisors and the director of Undergraduate Studies.
Candidates for a degree must satisfy all of the University Discovery 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. The form is available from the program website at cola.unh.edu/education. For more information, please contact firstname.lastname@example.org.
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 roles of gender, race, ethnicity, and economic class in effecting education in formal and informal settings.
- 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 cultural self-awareness and cultural sensitivity in analysis, synthesis, visioning, design and intervention related to studies in education.
- demonstrate an understanding of the role of public health related to education at various scales.
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 as well as in historical social movement analogues, including civil rights, abolition, environmental movements, and women's suffrage.