University of New England

Degree: Bachelor of Science with a major in Elementary Education

College: Arts and Sciences

Department: Education

Contact: Dr. Susan Hillman (Chair) shillman@une.edu

The mission of the Department of Education is to develop - through research, service, and innovative teaching - reflective teachers and school leaders who are competent and caring lifelong learners. In addition to the mission statement, the Department of Education has identified four guiding principles to clearly specify goals for our students. These principles are:

• Rigorous of mind
• Compassionate of heart
• Competent demonstration
• Reflective stance

"Rigorous of mind" and "compassionate of heart" are overlapping principles we want to build in our students. Tasks may require primarily one principle-describing a theory in leadership-yet many times an overlap occurs when one applies knowledge to the school setting-how can a theory in leadership be used to benefit the school environment and impact student learning? Hence, as these two principles "rigorous of mind" and "compassionate of heart" are played out, the essence of both is our commitment to requiring "competent demonstration" from our students whether they are aspiring to be teachers or school leaders or are presently teachers or school leaders pursuing an advanced degree. The fourth principle, "reflective stance," encompasses the first three principles, since it is critical that our students are continuously reflective in all aspects of their work. These four principles work with our mission statement to define our commitment to our students.  Since programs in the Department of Education are aligned with state teacher certification standards, only individuals who demonstrate that they possess the knowledge, skills, professional attitude, and commitment to future students will be recommended by the institution for certification. The goal of the Department of Education and the University is to graduate teachers who reflect rigorous of mind, compassionate of heart, competent demonstration and reflective stance.  That is, we seek students who are suitable to contribute to the teaching profession.

This program for undergraduate students has several unique features designed to ensure excellence in content, learning processes, and classroom performance.  Excellence demands solid subject matter expertise; thus, students are required to develop a strong liberal arts, and science background to prepare them for the subjects they ultimately will teach. At least half of the undergraduate program (60 credits) must be in the liberal arts and sciences.  Excellence demands a thorough understanding of human development and the learning process; consequently, the curriculum includes courses examining all aspects of physical, cognitive, psychological, and moral development and their relationship to the learining process.  Excellence demands an ability to integrate academic course work and experience in classrooms; therefore, we begin field experience early in the professional cycle and link it with academic course work.

This commitment to excellence results in the development of a sound pedagogical and content knowledge base as well as the opportunity for practical application. The preparation culminates in a semester-long student-teaching internship during which the knowledge, skills, and dispositions gained through the course work and field experiences are practiced on a full time basis.

*Note: Courses are generally offered on both the University Campus in Biddeford and the Westbrook College Campus in Portland in alternating semesters.

See Education: Undergraduate Majors with Teacher Certification page.

Bachelor's Degree in Educational Studies without Elementary Certification

A student in the elementary education program may elect to pursue a bachelor's degree in education without leading to certification by following the Elementary Education curriculum.  In this case, the internship is not a part of the program. Students are required to change their major to Educational Studies and complete an extra 15 credits of approved coursework instead of the internship. 

See Education: Undergraduate Majors with Teacher Certification

Notice and Responsibilities Regarding this Catalog

This Catalog documents the academic programs, policies, and activities of the University of New England for the 2006-2007 academic year. The information contained herein is accurate as of date of publication August 1, 2006.

The University of New England reserves the right in its sole judgment to make changes of any nature in its programs, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances.

While each student may work closely with an academic advisor, he or she must retain individual responsibility for meeting requirements in this catalog and for being aware of any changes in provisions or requirements.