Accounting
The Accounting faculty believes that competence in accounting is fundamental to good management. Recent events serve to reinforce this belief. This challenging major includes hands‐on work experience in an accounting internship and prepares the student for a variety of careers in accounting. For those interested in “sitting” for the CPA exam, the College offers a one‐year graduate master’s program.
One of the hallmarks of New England College is the close working relationship between our faculty and our students. The Accounting faculty is highly motivated to help each student realize his or her full potential for success in the program.
Learning Outcomes
Students completing the Accounting program should be able to:
- Prepare and evaluate financial statements.
- Understand the role of the accountant in the organization and in society.
- Understand the impact of taxes on decision making and the statements.
- Understand the importance of costing processes in an organization.
- Understand and subscribe to the ethical code of conduct required by the accounting profession.
- Understand and implement internal control mechanisms within an organization.
- Remain accountable to the stakeholders of the organization for the accurate and fair presentation of the financial statements.
- Be prepared to take the certification exams in accounting (CPA, CMA, CFP, CIA).
- Use the experiential learning activities they had on campus with things like Quickbooks, H&R Block tax software, etc. to enhance their capabilities in their future job experiences.
- Understand the pronouncements as promulgated by the FASB, SEC, AICPA, etc. in facilitating corporate governance.
Experiential Learning Component:
The Business Department has felt strongly that an important component of the Accounting major would be a required internship. While we are not as concerned with the level of off‐campus activity, it was decided that as long as the student gets one course credit (45 hours of work) for the internship, this would suffice.
Students have a wide variety of exciting opportunities for internship: one of our students worked on Wall Street for a major stockbrokerage firm; another student worked in a cost accounting capacity for a local hospital; another student worked for a nonprofit organization in Hillsboro that caters to individuals with autism in a capacity to use the accounting software, Quickbooks, to update their books of record.
Major
Accounting
All undergraduate courses are 4 credits unless otherwise noted.
Art: Fine Arts Concentration and Media Arts Concentration
- Learning Outcomes
- Experiential Learning Components
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Program Description:
The art program provides majors with the opportunity to acquire a thorough knowledge and practice of the basic means of visual expression and a broad exposure to the history of art. Those who major in art acquire foundation preparation for professional or graduate study or for careers in teaching, museum work, and studio and commercial art. Students are encouraged to choose a Fine Arts or Media Arts Concentration. The Fine Arts Concentration includes courses in drawing, painting, printmaking, and scuplture. The Media Arts Concentration includes courses in photography, graphic design, video, and other digital applications. Students are encouraged to take courses in both concentrations and are required to take at least one course in the area in which they are not a concentrate.
Learning Outcomes
Students completing concentrations in FINE AND MEDIA ARTS will:
- Articulate the formal qualities of the various fine and media arts.
- Show competence in one or more areas of the fine or media arts
- Develop a cohesive body of work and articulate its concepts and methods of production
- Write creatively and critically about the arts and understand research methods and principles
- Read critically and interpret art historical texts and art criticism.
- Understand and articulate the interrelationship between the arts.
- Describe the fine and applied arts in relation to history and culture.
- Analyze, interpret, and evaluate their own and others art works.
- Apply the principles and concepts of the field(s) to new situations.
Experiential Learning Components
Studio Courses are immersive and experiential in nature. The studio classroom requires hands‐on involvement in the practice and efforts toward mastery of various media resulting in a portfolio or body of work at the conclusion of each term. Singular and group critiques (both received and given) are a regular part of the studio pedagogy.
Art History assignments are often project based, replicating museum or gallery practice, or reinforcing concepts crucial to developing the visual and discipline-based vocabulary essential to the study of art and visual culture.
Capstone Courses, taken at the Junior and Senior level are exclusively immersive and and experiential:
Themes in Fine and Media Arts Topics (4 credits) is an interdisciplinary capstone class that allows students working in range of media and in both concentrations in the art department to address topic-based projects from their own unique skill sets and perspectives. Group critiques and collaborative assignments encourages students to broaden their perspectives on art and art making. Emphasis is also placed on professional studio practice, skilled execution, and self-direction.
Senior Project (4 credits) consists of a self‐determined study under faculty supervision to create and develop a body of work for portfolio and/or senior exhibition. Students produce a minimum of six to ten presentation quality and/or exhibition ready works. The project usually culminates at the end of the senior year with an exhibition.
Professional Practices in Art (2 credits) provide students with knowledge and practical field experience necessary for the promotion and development of a professional career in the visual arts. In addition to gallery, studio and museum visits, and practical assignments relating to a career as a professional artist, designer or curator, students expand their professional experience by applying for competitive exhibits or participating in internships, community involvement and other related visual arts opportunities.
Senior Exhibition (2 credits) focuses on exhibition strategies, practices and standards encountered when soliciting opportunities and preparing work for exhibition. Students gain experience and knowledge regarding exhibition consideration, venues, planning, contracts, design, and marketing and promotion. Working collaboratively, students organize and present an exhibition of the work they produced for their senior project.
Foundation Review: All students participate in the Foundation Review which replicates the artist critique encountered in graduate school and at the professional level. This takes place in a student’s second year, or after 20 credits in the major. It requires portfolio preparation with a written and oral statement before the entire Art faculty.
Annual Student Art Exhibition: Student work from all courses is exhibited in the Chester Gallery (yearly Student Exhibition) and at the Simon Center gallery (on a regular basis). Students work is selected by faculty for inclusion in these exhibitions.
Fieldtrips: Students across the art curriculum participate in field trips to art museums and galleries through their art history courses, in combination with studio courses and as members of the Student Art Association. In addition, students visit artists’ studios, or are visited by artists in the art and art history classrooms when appropriate.
Study Away opportunities: Short and long term are strongly encouraged. The department keeps a list of recommended programs and can help with applications and placements.
Gallery: Some students are involved beyond their regular course work in installation processes and related activities of the Chester Gallery at New England College. Work study opportunities are available as are internships.
Internships: Internships are strongly encouraged and can be substituted for a studio art or art history course at the intermediate (2000, 3000) level. Qualified students will be encouraged and invited to apply for competitive internships at local museums and galleries, including the Chester Gallery. Various offices on the NEC campus also provide photography and design internships.
Travel Opportunities (Immersion): Art faculty periodically lead college funded trips abroad.
Major
Minor
Art: Fine and Media Art
All undergraduate courses are 4 credits unless otherwise noted.
Biology
The two main goals of the Biology majors are
- to prepare majors for graduate education and/or careers in the biological sciences, and
- to inform students of the methods of science as a tool for understanding the natural world.
Students will study the structure and function of living systems, spanning the range of biological scale from cells to organisms to ecosystems. Through a combination of lectures, extensive laboratory investigations, field work, and opportunities beyond the school, majors study the processes that occur in the natural world and their practical applications.
Recent graduates from our department have successfully entered and completed many graduate and professional degree programs (including ones in conservation biology, environmental engineering, science education, and forensics science) and are employed as scientists and state biologists.
All students in the Biology program begin their training with a common set of core classes that include introductions to biology, chemistry, physics, and math. As a student progresses through this core, in consultation with his or her faculty advisor and the department faculty, they will select a major:
- B.S. in Biology for students interested in graduate school, careers in biological research, or a broad training in the biological sciences, or
- B.S. in Health Science for students interested in a career in the health and medical field. See Health Science program of the catalog for details on that major. Each of these majors has a set of courses and electives designed to prepare students for their chosen area of interest.
Learning Outcomes
Students completing the Biology major should be able to:
- Know, understand and apply a broad range of basic biological concepts.
- Master applied laboratory skills.
- Apply mathematics to the field (i.e., statistical analysis).
- Understand the process of science and basic assumptions in the discipline.
- Think critically when reading and writing about research in the field.
- Generate hypotheses, design approaches to test them, and interpret data to reach valid conclusions.
- Communicate knowledge in an effective oral presentation.
- Demonstrate the ability to organize and write quality reports in the sciences.
- Demonstrate the ability to work effectively and responsibly with others.
- Demonstrate adherence to accepted standards of professional and ethical behavior.
As part of the Senior Thesis all majors are required to conduct their own research projects under the guidance of the Biology faculty. Students are also encouraged to engage in more extensive research projects throughout their time in the major. New England College is located in a pristine natural setting with diverse terrestrial and aquatic habitats that are available for research and field studies. In addition, on-campus facilities and equipment as well as off‐campus affiliations are available for student research.
Biology majors encouraged, to participate in internships and/or volunteer to further their career and personal development. There are numerous local internship and volunteers opportunities in private, state, and federal agencies, as well as non‐profit organizations.
Any two modules of General Biology (BI 1111 ‐BI 1114 ) will satisfy the LAS 2130 requirement for students majoring in Biology, Health Science, and Kinesiology.
The Sophomore Review
Upon completion of BI 1111 - General Biology ‐ Biodiversity, Evolution and Ecology to BI 1114 - General Biology ‐ Cellular Biology and CH 2110 - General Chemistry I , all Biology majors will meet with the Biology faculty advisors. The purpose of this review is to identify, early in the student’s career, potential strengths and weaknesses, to assist the student in clarifying his or her goals and to advise the student on an appropriate course of study.
Experiential Learning Component
For a science major, the act of doing science is fundamental to fully integrating the content contained in courses. Most of the courses in this major have a laboratory component that stresses experiential learning in the field and/or in the laboratory. These experiences include activities that range from a single laboratory session to an entire year (in the case of Senior Thesis).
Furthermore, several classes include a public presentation component that is either done in the NEC community or even at professional scientific conferences. External funding, such as the current IDeA Network of Biological Research Excellent [NH‐INBRE] grant, also facilitates infusion of research into the curriculum, as well as providing research opportunities outside of standard coursework. These research experiences can range from a few hours of work in the lab each week to intensive 10‐week long summer research experiences.Students can apply for the INBRE supported Summer Undergraduate Research Program (SURP) and use part of the experience for senior research thesis. Students can also seek out research opportunities off campus that can serve as internships or support research for the senior thesis course.
Major
Minor
Biology
All undergraduate courses are 4 credits unless otherwise noted.
Business Administration
At New England College, entrepreneurship isn’t just an academic discipline; it is a way of life. Our knowledgeable faculty are acquainted with the interdisciplinary value of entrepreneurship and integrate it throughout our curricular and co‐curricular programs. The skills learned in our business and management classes are vital for the success of any business ‐‐ large or small, local or global, public or private, corporate or not‐for-profit.
New England College students learn to recognize, create opportunities, and build the infrastructure to create economic and social value. Our students learn to evaluate viability and drivers of opportunities, develop feasible business models, and take action. We teach both analytical and creative approaches to all aspects of launching, growing, and expanding businesses and organizations. Our entrepreneurship curriculum provides a broad skill‐set for business and also provides highly customized paths for a variety of business contexts, including new ventures, socially responsible companies, and family owned businesses. We focus on the creation of social and economic value by developing core capabilities of idea generation, opportunity recognition, acquiring resources, and entrepreneurial management. The skills and competencies gained in the business program at New England College are vital for the success of any business or organization including promising start‐ups, corporations, family businesses, nonprofits, or any other setting. Business students will apply the entrepreneurial thought process both academically as well as in real world settings.
Learning Outcomes
The New England College Business Program seeks to guide and develop students into becoming honest, hard‐working and thoughtful contributors to the maximization of owners’ wealth in businesses and public good in not‐for‐profit foundations, mindful of the needs and objectives of all organizational stakeholders and in careful consideration of ecological sustainability. Accordingly, the Business faculty seek to develop students’ abilities to:
- Conduct themselves and their business to high ethical and professional standards
- Write and communicate effectively
- Problem‐solving and the ability to work effectively in teams
- Employ numerical analysis and accountancy in support of decision-making and problem‐solving
- Employ technology in pursuit of organizational objectives
- Be familiar with terminology and principles associated with: the legal, social and international environments of business, organizational behavior, management, marketing, finance, strategy, finance, macroeconomics and microeconomics, and information literacy.
Experiential Learning Component
- Community Engagement/Guest Speaker series with Concord Campus , and other local businesses
- Study Abroad opportunities (including “short‐study abroad and “study‐away” trips)
- Internships are highly encouraged (but not required)
- Close alignment with the Accounting and Sport and Recreation Management majors (sharing many core and elective courses) ‐ encouraging interdisciplinary engagement
- Writing in the major will be emphasized using case study analysis, hands‐on projects, and in‐class exercises that engage students
- Group projects will encourage the concept of teamwork in a business setting
- Appreciation and enjoyment of nature and the natural setting encouraged through activities outside the classroom.
- Leadership opportunities and community engagement within coursework and local businesses
About the Associate Degree in Business Administration
Business administration is designed to provide each student with an overview of the foundations of management. With purposeful combination of basic management tools and elements from the liberal arts, students will be better prepared for entry level positions.
Each student is strongly encouraged to meet with his/her advisor to work out a specific course schedule to meet individual interests and goals.
Major
Minor
Business Administration
Please note: specific courses offered in any academic year are subject to changes depending on enrollment and academic needs.
All undergraduate courses are 4 credits unless otherwise noted.
Chemistry
New England College offers a minor in chemistry which would complement many majors at NEC like the biology, health science or environmental science major. Student take the five required courses below making a 20 credit minor.
This is a 20 credit minor where 8 credits (GenChem) are required in the core of the Health Science major.
Minor
Chemistry
All undergraduate courses are 4 credits unless otherwise noted.
Communication Studies
Communication Studies examines the ways in which social meanings are produced through the creation, mediation, and reception of messages. Students may focus in Media Studies, Journalism, or Public Relations and Advertising, or devise their own area of concentration. This major offers both practical training in the use of media technologies and communication strategies, as well as critical and historical perspectives on media and communication. Students in this major learn to gather, analyze, organize, and present information in a clear and engaging fashion. In addition to course work, students may gain practical experience through the college newspaper, radio, commercial magazines, and professional internships.
Learning Outcomes
Upon completion of the Communications Studies program, students will be able to exhibit:
- Clear and effective writing skills
- Strong oral communication skills
- Strong interpersonal skills
- Strong intrapersonal skills
- Strong critical thinking skills
- Competent research abilities
- Media Literacy
- Ecological Literacy
- Engagement in experiential learning
Internships
Students are encouraged to consider an internship as part of their communication study at New England College. Internship opportunities exist in the areas of radio and television broadcasting, public relations, video production, social media, newspapers, for‐profit and non‐profit organizations.
Semester Abroad Recommendation
International affairs and first‐hand knowledge of other cultures is increasingly significant to communication studies majors. We therefore recommend that students in the communication program consider taking one semester or more at a foreign study program offered by New England College. In the semester abroad program, students may fulfill some of their major requirements as well as general education requirements.
Experiential Learning Component
The Communication Studies Program provides experiential learning through participation in media professions such as journalism, public relations, advertising, video and radio production, and media practices such as video production, audio production/podcasting, social media, radio broadcasting, public speaking, and writing for journalism, PR, and advertising. The core immersion experience for many Communication Studies majors is contributing to The NewEnglander, NEC’s college newspaper/website, and/or WNEC, the college radio station. PR and advertising students often work for campus organizations and events. An internship or practicum is also a requirement for the major.
Major
Minor
Communication Studies
All undergraduate courses are 4 credits unless otherwise noted.
Computer Information Systems
Program Description:
This program is designed to prepare graduates to work in a variety of computer and data related fields. Students will build foundational knowledge in systems that are:
a) within the requirements of budgetary constraints
b) incorporate ethical and legal considerations
c) meet specific organizational goals for customer service.
This degree path is designed to combine the benefits of a traditional liberal arts college education with the benefits of hands-on training in state-of-the-art computer technology. Through the core curriculum and the elective offerings graduates will be prepared to plan, design, and optimize scalable software systems and/or mobile applications for use in business environments. This degree is ideal for students who have a technical background and an interest in the theory, practice, art, and science of computer systems and programming.
Revisions to this degree path have been made since it was last listed as a major at NEC. Specifically, business management classes have been replaced with more technical computer technology classes. The intention is to create a more technical degree that explores a greater range of topics within computer information services with less focus on management.
Learning Outcomes:
Students who complete New England College’s Bachelors of Science in Computer Information Systems should be able to:
- Apply communication, teamwork, and leadership skills to translate technical information that will help align computer information systems and tools with organizational goals.
- Analyze technical aspects of IT projects and apply project management strategies to meet business needs and organizational goals.
- Apply IT methods and tools to the development of applications and administration of computing system, as well as to the adoption of new technologies in the organization.
- Identify information tools and technologies that may have strategic value for the organization, and manage the implementation of those technologies.
Experiential Component:
This degree path utilizes hands-on training in state-of-the-art computer technology, helping students to build practical skills in the digital economy. Course curriculums are focused on developing these skill sets through relevant projects, so that students gather a thorough knowledge of the theory and technical aspects of a given subject area. In addition, students are encouraged but not required to pursue internships as part of the degree path. Ideas for a signature experience for the major are being discussed.
Major
Computer Information Systems
All undergraduate courses are 4 credits unless otherwise noted.
Creative Writing
The goal of the Creative Writing major at New England College is to prepare students for a professional writing career and/or to prepare students for graduate work in the creative arts.
Students will approach Creative Writing as a craft‐based discipline rooted in the study of literature and writing. Through genre workshops and literature courses students will gain the analytical, critical and creative skills necessary to develop an informed practice of craft and, as a result, produce original works grounded in the historical and theoretical knowledge of the discipline. In this context, the Creative Writing curriculum emphasizes the authenticity and integrity of public voice.
All students in the Creative Writing program begin with a common set of core courses which introduce, examine and facilitate practice in a variety of creative writing genres. As a student progresses through this core they will, in consultation with the department faculty and their faculty advisor, identify, develop and pursue a full course of study which best serves to facilitate a close examination and revision of their creative work. As part of the Senior Seminar, all majors are expected to compile a professional manuscript in a specific or blended genre which demonstrates their understanding of and dedication to the practice of their craft.
In addition to their coursework, students are encouraged to engage in more extensive learning opportunities such as public readings, internships with regional writing organizations, community literacy projects, and taking on leadership roles with The Henniker Review, The New Englander, or other regional literary publications. The rich literary tradition at New England College provides superior opportunity for such engagement in the literary arts.
The breadth of curricular approaches offered within this major allows for a significant level of interdisciplinary study. Students who are interested in Creative Writing in conjunction with another major will work closely with faculty advisors in each discipline to develop a comprehensive plan of study that will enhance their knowledge and integrate professional practice in each discipline while completing the individual requirements for both courses of study.
Learning Outcomes
Upon successful completion of the course, students completing the Creative Writing program should be able to:
- Recognize, identify, appreciate and discuss the different genres of writing and their inter‐relationship.
- Critically read, analyze, and interpret complex texts be they in prose or verse.
- Effectively participate in peer reviewed workshops.
- Explain with clarify the relation of literature and creative writing to history and culture.
- Identify and discuss literary and artistic movements and their impact on social conditions and other fields of study.
- Use effective rhetorical strategies, along with proper grammar and punctuation, for academic, creative, aesthetic, personal, practical, and social purposes.
- Perform scholarly research using proper documentation and apply the terminology of the field of creative writing and literature with confidence.
- Write creatively and have a distinct personal point of view.
- Apply the principles and concepts of field to new and unexpected situations.
- Appreciate and be able to communicate the aesthetic value and importance of creative writing and literature.
Experiential Learning Component
Students are encouraged to engage in more extensive learning opportunities such as public readings, internships with regional writing organizations, community literacy projects, and taking on leadership roles with The Henniker Review, The New Englander, or other regional literary publications. The rich literary tradition at New England College provides superior opportunity for engagement in the literary arts.
The Henniker Review: The Henniker Review is an annual literary magazine showcasing regional writers and artists. NEC Students are able to be involved in areas of editing, marketing, design and publication
The New Englander The New Englander is New England College’s student newspaper. Writers, photographers, and editors are current NEC students who research and collaborate on interesting news, sports scores, and all things NEC. The paper is printed locally and distributed throughout campus for the entire community.
Edge Sports Edge Sports NH is a commercial magazine operated by students and distributed through the New Hampshire Department of Travel and Tourism welcome centers. Students will be able to apply knowledge of outdoor sports or sales or writing or photography or PhotoShop and InDesign within the context of a real, operating business model.
Major
Minor
Creative Writing
All undergraduate courses are 4 credits unless otherwise noted.
Criminal Justice
The criminal justice major emphasizes a multidisciplinary and experiential approach to crime and justice. It is a liberal arts major, requiring students to think critically, contemplate and appreciate alternative viewpoints, and communicate effectively. It encourages students to take both an analytical and experiential approach to criminal justice.
The major shows students the “working side of the street,” encouraging them to interact with people on the front lines of the criminal justice system and to confront real‐life issues. Courses in the major take students to criminal justice sites, such as corrections facilities, police departments, courts, and community agencies. Many classes include guest speakers who will discuss first‐hand experiences with specific aspects of criminality and crime prevention.
Students who complete the criminal justice major may go on to careers in law enforcement, corrections, social services, the justice system, or law. Regardless of student career track, the study of criminal justice provides a deeper understanding of crime and justice in contemporary American society.
Learning Outcomes
Students who graduate with a degree in Criminal Justice should be able to:
- Articulate the purpose, structure, and function of the American criminal justice system, including the roles of its major components, law enforcement, the courts and the corrections system.
- Identify and discuss the foundation of our system of laws.
- Compare and contrast the prominent psychological and sociological theories of crime causation, criminal behavior, crime control, and punishment.
- Explain how the substantive and procedural criminal law affects the practices of law enforcement, the courts and corrections, and the protection of citizens’ civil rights and liberties.
- Identify and explain ethical principles applicable to criminal justice professionals and how the concepts of ethics, morality and justice apply to law enforcement practice and the trial process.
- Demonstrate analytical and problem solving skills in reading and writing about issues in law and criminal justice, and, proficiency in the application of principles necessary for competence in the profession.
- Demonstrate an understanding of the basic principles of research by analyzing and applying information gathered from scholarly sources and applying it in a variety of problem‐solving and decision-making situations.
- Effectively present the results of research and analysis orally and in writing in a manner that demonstrates competence in the use of standard English conventions, including grammar and other mechanics, organization, and proper attribution.
Experiential Component
In addition to a strong academic foundation, Criminal Justice courses offer a variety of experiences designed to introduce students to professionals in law enforcement, law and corrections and to engage them in the practical aspects of each institution. Frequent guest speakers help students make connections between what they are learning and its application in the real world. Classes may involve trips to state correctional facilities and local trial and appellate courts. Subject‐specific classes, such as Criminal Investigations, require students to combine the techniques of crime scene analysis with the principles of criminal procedure, and ultimately demonstrate their knowledge by analyzing a mock crime scene as a final examination. Our internship program has placed qualified students in a variety of State and local law enforcement agencies, with prosecutors and victim/witness coordinators, in juvenile facilities, and at the NH State Prison. Finally, Issues in Professional Practice, the capstone class, requires graduating seniors to interview working professionals in the student’s particular area of interest, to research contemporary issues in criminal justice and present their findings at an open forum, and, to participate in a mock oral board (hiring) exercise conducted by a panel of professionals from the criminal justice field. Overall, with a combination of academics and experience, students are well‐positioned to succeed in the field.
Major
Minor
Criminal Justice
All undergraduate courses are 4 credits unless otherwise noted.
Economics
(No Active Programs)
Economics
All undergraduate courses are 4 credits unless otherwise noted.
Education
The Study of Education
The study of education at New England College contains two undergraduate options:
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Educational Communities and
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Teacher Certification.
Upon entering the Education Program all students are considered to be Education majors. Students choose either the Educational Communities path or the Teacher Certification path. In order to apply to the Teacher Certification path students use the process described below. Students who decide that they want to work in educational settings in roles other than state certified teachers (e.g. teaching assistants, educators in the public sector - a museum, a not‐for profit organization, educators in private schools, etc.) may choose the Educational Communities path for their program.
New England College’s teacher education programs are accredited by the New England Association of Schools and Colleges (NEASC) and the certification programs are approved by the New Hampshire State Board of Education. The teacher certification major is designed for students interested in elementary education, secondary education (Social Studies, English, Life Science), general special education, principal (graduate only) or superintendent (graduate only) and who seek certification in New Hampshire and other states. The Educational Communities and certification majors are experience‐based programs in which students understand and apply theories of teaching and learning in classrooms and beyond.
Students in the New England College Education program will:
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Learn to become an educator by working in schools, classrooms, and educational organizations through all 4 years of their program.
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Learn how to meet the individual needs of all learners, particularly those with special needs and those who are gifted.
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Create exciting, meaningful, and effective educational experiences that engage learners.
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Work collaboratively with others to identify and take thoughtful and effective action to solve community‐based problems.
Learning Outcomes
The teacher certification major is designed for students interested in certification in elementary education, secondary education (Social Studies, English, Life Science) general special education K-12, physical education K-12, theatre education K-12, principal (graduate), or superintendent (graduate). New England College recommends students for certification in New Hampshire upon successful completion of all degree requirements. Students seeking certification in states other than New Hampshire are guided by the reciprocity agreements between New Hampshire and those states.
Those students who want to experience an educationally related career but who do not wish to become certified teachers may choose to major in Educational Communities. The non‐certification program is designed to prepare students who wish to pursue a wide variety of careers in community‐based education.
In the New England College program, students:
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gain a strong liberal arts background in English, mathematics, science, civics and government, economics, art, history, and geography;
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demonstrate proficiency in basic skills (reading, writing, viewing, performing mathematical operations, listening, speaking, and use of technology) and thinking skills (creative thinking, decision making, problem finding and solving, visualizing, reasoning, and knowing how to learn);
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develop their personal qualities of responsibility, self‐esteem, sociability, self‐management, integrity, and honesty;
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plan, implement, and assess teaching and learning in light of local, state, and national standards;
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gather and analyze information sources;
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work and communicate effectively with others to understand, negotiate, and influence complex systems;
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create and manage caring learning environments where they are active and responsible citizens;
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become agents of change who can effectively identify and meet the needs of diverse learners and communities;
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develop an understanding of and responsibility to the global community;
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assess and apply knowledge and processes to new situations and problems that they encounter; and
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reflect on their practice and commit themselves to life‐long learning.
Criminal Record Check
All students engaging in field practica must meet the requirements of the State of New Hampshire criminal record check. See the Administrative Assistant or Associate Dean of Education for details.
What is Teacher Certification?
In New Hampshire, as in most states, graduating from college with a degree in Education is not sufficient to become a teacher in the public schools of the state. One must also be certified to teach. Certification is obtained by meeting various state requirements covering general education (writing, mathematics, and the NEC General Education program) meeting the requirements of a major, meeting the requirements of an accredited Education Department (such as the one at New England College), and meeting specific state requirements in the particular area of certification (elementary, secondary, special education, etc.) that a student wishes to pursue. These requirements are described below, along with a step‐by‐step process for being accepted into the Teacher Certification Program. The process may seem complicated, but each Education major at the College is assigned an advisor who will help him/her through the process.
To meet state certification requirements, in addition to meeting the education department’s requirements, all Education majors must also complete a content major. To meet state certification requirements, all secondary education majors select from the following list:
English 5‐12
Social Studies 5‐12
Life Science 7-12
General Special Education certification majors must also major in one of the secondary certification areas or elementary education.
Elementary education majors complete all requirements for elementary education and a minimum of 24 credits in social studies, English Language Arts, science, or mathematics (Content Concentration). The K‐8 teacher certification candidate should work closely with his/her advisor to identify appropriate courses to meet Certification and graduation requirements.
Beginning with the first year, students may obtain practical experience in teaching and working with students; field‐based experiences and service‐learning are incorporated throughout the professional sequence. The teacher certification major at New England College includes a broad general education background in the liberal arts, integrated with a sequence of professional courses in education. All elementary and secondary education majors are required to take and receive passing scores on the Core Academic Skills Test prior to being eligible to apply to the major and they must take and receive passing scores on Praxis II in order to be eligible for certification. Elementary Education majors must take and pass the FOR test to be eligible for Certification.
State of New Hampshire General Education Requirements for Teacher Certification
To comply with New Hampshire general education requirements for teachers, students must successfully complete course work dealing with each of the following areas as stated in the requirements outlined by the New Hampshire State Department of Education: The General Education program shall include these core competencies:
Content competencies in the following areas necessary for college and workforce success:
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Language arts;
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Reasoning;
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Information literacy;
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Mathematics;
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Sciences;
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Social sciences; and
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The arts;
Creative competencies in the following areas:
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Creative expression;
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Critical thinking;
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Innovative and collaborative problem-solving; and
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Resourcefulness;
Communication competencies in the following areas:
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Languages;
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Digital media;
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Networking; and
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Content creation technologies; and
Cultural competencies in the following areas:
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Cultural understanding;
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Taking responsibility for self and others;
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Adaptability and resilience;
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Ability to engage in productive teamwork; and
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Social and civic engagement.
The General Education requirements are fulfilled through the General Education program at NEC: WR 1010 - Composition, College Math, and LAS 1 through LAS 7 , and an LAS of choice.
Requirements for Acceptance to the Teacher Certificate Programs
STEP ONE
Register for and pass the CORE Academic Skills Test within the first year. For information about this test and how to register for it go to http://www.ets.org/praxis/nh/
STEP TWO
Enroll in ED 1010 - Teaching Portfolio I. Once successfully completed, enroll in ED 2050 - Teaching Portfolio II. At the conclusion of this class, and providing the minimum requirements for acceptance into the major have been met, the student will submit a completed e‐portfolio to the Director of Teacher Certification and Placement. If all requirements are met, see below, an interview will be scheduled.
Minimum requirements for acceptance are:
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grades of C or better in WR 1010 , or, if the student is a conversion student, grades of C or better in at least one College Writing course;
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a grade of B- or better in ED 1000 Issues in Professional Practice and School Law (undergraduate) or ED 6410 ‐ Dynamics of Educational Reform and Systems Change (graduate);
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completion of Math 1015 Number Sense (required of elementary education, secondary education (English, or social studies), general special education K-12, and theatre K-12 majors), Math 1510 Pre-calculus (required of secondary education life sciences), Math 1000 or above (required of physical education K-12) with a grade of C or better or, if the student is a conversion student, a grade of C or better in a college level math course;
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passing scores on the CORE Academic Skills Test;
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a minimum cumulative grade point average of 2.75 for acceptance into and retention in the teacher certification major (undergraduate); a minimum cumulative grade point average of 3.0 for acceptance into and retention in the Masters of Education and teacher certification program;
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sophomore status (undergraduate) or completion of ED 6410 (graduate);
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have grades of B or better in at least three education courses; and
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permission of the Associate Dean of Education.
Students will present their e‐portfolio which will contain at a minimum:
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a copy of the student’s transcript(s),
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a letter introducing the faculty to the portfolio, what is in it, why the student selected what he/she chose, and points of interest,
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a table of contents (which is generated by e‐Folio),
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the Intent to Major in Education form,
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A typed essay sharing the student’s reasons for wanting to major in teacher certification and any personal experiences that have led the student to pursue a career in teaching (undergraduates). Graduate students may submit the essay that they included in their application to the Master of Education program,
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at least one letter of recommendation from a faculty member who is not in the Education Department. If the student is a graduate student, he/she may use the letters of recommendation submitted at the time of application to the Master’s of Education program,
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a writing sample (each participant will be given one question to which he/she must respond in writing) ‐ this sample must be scanned to be placed e‐Folio;
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copies of performance evaluations from Practicum experiences and/or dispositions rubrics;
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at least two writing samples, one should be from a course other than education ‐ graduate students may submit both samples from courses in education; and
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other materials the applicant believes attest to his/her qualifications and ability to major in education such as sample lesson plans, photos, videos of the student teaching a lesson, etc.
The faculty in the Education Department will review the applicant’s portfolio and the Director of Teacher Certification and Placement will notify the applicant of his/her status. Those who are eligible to continue the application process will be invited to make an appointment for an interview. Those who are ineligible to continue or who need to make revisions to their portfolios will be asked to meet with their academic advisor to discuss alternatives.
STEP THREE
The applicant will be interviewed by at least two faculty members. Students will be evaluated for acceptance/retention into the teacher certification program and for recommendation for state certification using the basic criteria as set forth by the State of New Hampshire, which include:
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quality of scholarship;
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leadership potential;
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physical and mental health appropriate to the tasks to be performed;
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acceptable voice and speech characteristics;
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competency in oral and written English;
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competency in mathematics;
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participation in extracurricular activities;
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competency in the major area of study;
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competency in the professional sequence of study;
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successful performance in professional experiences; and
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personal characteristics.
Please Note: In order to be admitted and retained to all phases of the teacher certification program, and finally to the profession, candidates must demonstrate the competencies implicit in the general criteria as stated above.
The applicant will be notified in writing of his/her status after the interview. If accepted, the student must keep the following in mind:
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to be retained in the major the student must maintain a minimum cumulative grade point average of 2.75 (undergraduate) and 3.0 (graduate);
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students are responsible for knowing the requirements that must be fulfilled to be eligible for certification;
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the student must have an academic advisor in education; and
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all students must clearly identify their content major - secondary education majors may select English, social studies, life sciences; K‐8 certification candidates must complete at least 24 credits in social studies, English Language Arts, the sciences, or mathematics; general special education majors must also select elementary education or secondary education and fulfill all requirements associated with that area of certification. Physical Education K-12 and Theatre Education K-12 must complete all requirements associated with those majors.
Student Teaching
This is a field experience during which the student works as a fulltime supervised teacher in a school within a 30 mile radius of the College. Students must be accepted to the major and obtain the permission of the Associate Dean of Education to enroll in student teaching and they must have taken Praxis II (not required to pass Praxis II to enroll in student teaching) for their area of certification prior to being placed for student teaching.
Obtaining Certification
The State of New Hampshire has reciprocity with other states therefore when you receive your New Hampshire certification you can apply for certification in a different state. Please be aware that you may need to take additional tests so it is important to review the requirements for certification for each state in which you want certification.
In New Hampshire all certification candidates must pass the CORE Academic Skills Test and have their scores sent to New England College and the NH State Department of Education. Each certification area has specific testing requirements, which are subject to change at any time. They are as follows:
Elementary Education -
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Core Academic Skills Test,
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Praxis II in Middle School based on your concentration area of social studies, mathematics, sciences, or English Language Arts,
-
Praxis II for elementary education, and
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Foundations of Reading Test.
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https://www.ets.org/praxis/nh/
Secondary Education (English, life sciences, social studies. NOTE: Certification in Mathematics is only available for graduate teacher conversion students) -
-
Core Academic Skills Test and
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Praxis II based on your area of certification, English, life sciences, social studies. (NOTE: Certification in Mathematics is only available for graduate teacher conversion students).
-
https://www.ets.org/praxis/nh/
Theatre Education K-12 -
Physical Education K-12 -
Special Education K-12 (must have certification in Elementary Education or Secondary Education Secondary Education (English, life sciences, social studies. NOTE: Certification in Mathematics is only available for graduate teacher conversion students) -
-
Core Academic Skills Test
-
Praxis II based on your area of certification, English, life sciences, social studies. (NOTE: Certification in Mathematics is only available for graduate teacher conversion students)
-
https://www.ets.org/praxis/nh/
Post‐Baccalaureate Conversion
New England College also offers a postbaccalaureate conversion program to prepare individuals for New Hampshire State Teacher Certification in elementary, secondary (English, Life Science, Social Studies, Mathematics), general special education K-12, physical education K-12, and theatre education K-12. The program is designed specifically for people who have completed a bachelor’s degree from a regionally accredited college or university and seek additional courses and student teaching to fulfill state certification requirements. Recognizing the unique educational backgrounds of each participant, New England College’s conversion program develops an academic plan that satisfies all of the required education courses for the student’s area of certification, as well as any additional courses in general education and/or content‐related disciplines. In this program, it is also possible simultaneously to achieve certification and earn a Master’s degree in education. Individuals interested in this program should contact the Office of Graduate and Professional Studies for more information.
Experiential Learning Component of the Education Program
The Education program has woven throughout it many opportunities for students to see theories learned in the college classroom applied in area schools and agencies. Every four credit education core course has an applied, experiential element woven into it. For example:
-
In the ED 1000 Issues in Professional Practice and School Law course students work to fill a need in an area school or agency. Students spend a minimum of 30 hours in their placement assisting educators in a variety of capacities.
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In ED 1030 Introduction to Special Education: Disabilities, Issues, and Laws students interview a range of professionals who work with students with disabilities becoming familiar with their roles and how they can help an educator working with students with disabilities while becoming familiar with different placement options.
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In ED 2010 Curriculum Design, Planning, Instruction, and Assessment Across the Curriculum students visit a range of schools and classrooms to see how the curriculum is organized and taught from kindergarten through high school.
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In ED 2030 Meeting the Needs of All Learners students become familiar with case management and develop a resource notebook that they can use when they enter teaching.
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In ED 3000 Literacy and Language Arts students develop tools to assist readers at all grades kindergarten through high school and share these tools with other aspiring educators.
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In ED 3010 Teaching Math students develop math interventions and bring these tools to students in area schools to enhance their skills in math.
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ED 4010 Methods Practicum happens right before student teaching and requires the student to spend a minimum of 15 hours a week in a school setting. In this Practicum students develop and are observed teaching four lessons and assist the cooperating teacher in a variety of ways.
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The final experience is student teaching. This is a full-time teaching experience in a school within 30 miles of campus. The student teacher assumes the role of the teacher in a tiered, cohesive, extended model. Those seeking general education student teaching will participate in their placement from mid-August up to the December holiday break, or from right after the New Year until the public school’s April vacation. Those seeking dual certification will participate in their general education student teaching experience from mid-August through the end of October and then transition to their special education placement from November up to the public school’s February vacation, or from right after the New Year to the end of March in the general education setting and then from the end of March to the end of the public school academic year in a special education placement. To be eligible for dual certification the student must be recommended as a result of their performance in all classes particularly the Methods Practicum and general education Student Teaching. Participating in Special Education student teaching is based on performance and faculty recommendation.
Major
Education
All undergraduate courses are 4 credits unless otherwise noted.
Other Courses
English, Comparative Literature, Creative Writing
(No Active Programs)
English
All undergraduate courses are 4 credits unless otherwise noted.
Environmental Science
The Environmental Science major, along with Environmental Studies and Sustainability are interdisciplinary programs that draw on information obtained from many areas of knowledge including the sciences, mathematics, philosophy, political science and economics. They are, by nature, global in scope because environmental issues transcend geopolitical boundaries. Both majors stress collaborative study with faculty, internships, and a hands‐on approach while developing a working knowledge of tools specific to the field. The curriculum centers on examining how the natural world functions and the use of information from diverse sources to examine the human impact on our environment.
The study of Environmental Science focuses on developing the skills necessary to be successful in the field of environmental science. Whether you are interested in the science of understanding, monitoring, and managing the environment, working with environmental advocacy organizations, working in the field of environmental and public policy, or working in the emerging discipline of sustainability, examining how organizations, businesses, and communities are addressing the environmental issues of the 21st century‐‐ students are prepared for employment directly after graduation or going into related advanced study and graduate programs.
Students completing the Environmental Science major are prepared for graduate school or employment by local, state, and federal regulatory agencies (e.g. U.S. EPA), private industry, and consulting firms. The Environmental Studies and Sustainability major is intended for students interested in careers related to environmental policy, environmental education (nature centers, parks and recreation), environmental law (pre‐law), and work with non‐profit organizations.
Learning Outcomes
Students completing the Environmental Sciences program should be able to:
- Demonstrate proficiency applying fundamental principles, concepts, and laws to solve real‐world problems.
- Critically read, abstract, and interpret research.
- Communicate knowledge in the field orally and in writing, in a clear and effective manner.
- Write research proposals and reports in the style of the field.
- Carry out a research project in the field.
- Synthesize ideas, trends, and policies from other fields as they relate to Environmental Science and Sustainability.
Experiential Component
Environmental Science students undertake an internship experience with recognized institutions (appropriate institutions are local, state and federal agencies, private businesses, consulting firms, and conservation/environmental oriented groups). The internship is immersive by nature. Students experience operation of organization that focuses on the natural environment and quite often civic environment(s).
ES 4910 - Environmental Science and Sustainability Internship (SUS)
ES 4000 - Senior Thesis (SUS)
Major
Minor
Environmental Science
All undergraduate courses are 4 credits unless otherwise noted.
Environmental Studies and Sustainability
Environmental Science along with Environmental Studies and Sustainability are interdisciplinary fields that draw upon information obtained from many areas of knowledge including the sciences, mathematics, philosophy, political science and economics. They are, by nature, global in scope because environmental issues transcend geopolitical boundaries. Both majors stress collaborative study with faculty, internships, and a hands‐on approach while developing a working knowledge of tools specific to the field. The curriculum centers on examining how the natural world functions and the use of information from diverse sources to examine the human impact on our environment.
The Environmental Studies and Sustainability program focuses on developing the skills necessary to be successful in the field of environmental studies and sustainability. Whether you are interested in working with environmental advocacy organizations, working in the field of environmental and public policy, or working in the emerging discipline of sustainability, examining how organizations, businesses, and communities are addressing the environmental issues of the 21st century‐‐ students are prepared for employment directly after graduation or going into related advanced study and graduate programs.
The Environmental Studies major is intended for students interested in careers related to environmental policy, environmental education (nature centers, parks and recreation), environmental law (pre‐law), and work with non‐profit organizations.
Learning Outcomes
Students completing the Environmental Studies and Sustainability program in the B.A. track should be able to:
- Demonstrate proficiency applying fundamental principles, concepts and laws to solve real‐world problems.
- Critically read, abstract and interpret research.
- Communicate knowledge in the field orally and in writing, in a clear and effective manner.
- Write research proposals and reports in the style of the field.
- Carry out a research project in the field.
- Synthesize ideas, trends, and policies from other fields as they relate to Environmental Science and Sustainability.
Major
Environmental Studies and Sustainability
All undergraduate courses are 4 credits unless otherwise noted.
Game and Digital Media Design
Program Description
The Bachelor of Science in Game and Digital Media Design develops the skills and expertise you will need to succeed in electronic gaming careers. Career paths include employment in public and private sector organizations, as well as “entertainment” or “serious” gaming applications.
This exciting program is cross-disciplinary, meaning you will learn about gaming and digital media design from several critically important points of view including digital imaging, technical computer skills using advanced computer-aided design software, and fundamental business management concepts to prepare you to succeed in a dynamic and entrepreneurial industry.
New England College’s BS in Game and Digital Media Design emphasizes engaged, hands-on learning and internships designed to build expertise and real world skills. You will produce interactive content within your first year of study, and internship opportunities are numerous.
Learning Outcomes
Upon successful completion of the Game Design and Digital Media program students should be able to:
Design, implement, and evaluate an electronic game system, process, or component to meet desired needs.
Understand and apply the principles and concepts of design.
Use current technologies, skills, and tools necessary for game design and digital media development across a wide variety of platforms.
Collaborate with team members to analyze a problem and identify and define the requirements appropriate to its solution.
Communicate effectively with different audiences.
Function effectively on teams to accomplish a common goal by understanding all rolls on the team.
Understand the professional, ethical, legal, security and social issues and responsibilities related to game design and digital media.
Recognize the need for and an ability to engage in continuing professional development.
Basic understanding of programming languages in order to give behavior to game assets, iterate and prototype game designs in game engines.
Understand issues related to small business management such as marketing, project management, and entrepreneurship.
Use the experiential learning activities from Game Development classes and a senior capstone project or internship to understand the real-world electronic game development workflow used in the industry.
Major
Game and Digital Media Design
Health Science
The two main goals of the Health Science major are
- to prepare majors for professional programs and/or careers in the health sciences or medicine and
- to inform students of the methods of science as a tool for understanding the natural world.
Recent graduates from our department have successfully entered and completed many graduate and professional degree programs including ones in pharmacy, medicine, physical therapy, physician’s assistant, dentistry, nutrition, athletic training, nursing, and forensics science.
All students in the Health Science program begin their training with a common set of core classes that include introductions to biology, chemistry, physics, and math. The Health Science student will work closely with an advisor on an appropriate set of courses in a recommended pre‐professional track such as pre‐physical therapy, pre‐pharmacy, pre-vet, pre‐nursing and pre‐physician assistant. NEC has articulations agreements with Massachusetts College of Pharmacy and Health Science in masters of Physician Assistant (MPA) program, Pharmacy (PharmD) and a bachelor program in Science Nursing in (BSN). Entrance into these programs requires the student to complete the application process.
Learning Outcomes
Students completing the Health Science major should be able to:
- Know, understand and apply a broad range of basic biological concepts.
- Master applied laboratory skills.
- Apply mathematics to the field (i.e., statistical analysis).
- Understand the process of science and basic assumptions in the discipline.
- Think critically when reading and writing about research in the field.
- Generate hypotheses, design approaches to test them, and interpret data to reach valid conclusions.
- Communicate knowledge in an effective oral presentation.
- Demonstrate the ability to organize and write quality reports in the sciences.
- Demonstrate the ability to work effectively and responsibly with others.
- Demonstrate adherence to accepted standards of professional and ethical behavior.
As part of the Senior Thesis all majors are required to conduct their own research projects under the guidance of the Health Science faculty. Students are also encouraged to engage in more extensive research projects throughout their time in the major. New England College is located in a pristine natural setting with diverse terrestrial and aquatic habitats that are available for research and field studies. In addition, on-campus facilities and equipment as well as off‐campus affiliations are available for student research.
Health Science majors are encouraged to participate in internships and/or volunteer to further their career and personal development. There are numerous local internship and volunteers opportunities in private, state, and federal agencies, as well as non‐profit organizations. Additional opportunities exist at hospitals, animal rehabilitation facilities, and professional medical offices.
The Sophomore Review
Upon completion of BI 1111 - General Biology ‐ Biodiversity, Evolution and Ecology to BI 1114 - General Biology ‐ Cellular Biology and one semester of CH 2110 - General Chemistry I , all Health Science majors will meet with the Health Science faculty advisors. The purpose of this review is to identify, early in the student’s career, potential strengths and weaknesses, to assist the student in clarifying his or her goals and to advise the student on an appropriate course of study.
Experiential Learning Component
For a science major, the act of doing science is fundamental to fully integrating the content contained in courses. Most of the courses in this major have a laboratory component that stresses experiential learning in the field and/or in the laboratory. These experiences include activities that range from a single laboratory session to an entire year (in the case of the Senior Thesis).
Furthermore, several classes include a public presentation component that is either done in the NEC community or even at professional scientific conferences. External funding, such as the current IDeA Network of Biological Research Excellent [NH‐INBRE] grant, also facilitates infusion of research into the curriculum, as well as providing research opportunities outside of standard coursework. These research experiences can range from a few hours of work in the lab each week to intensive 10‐week long summer research experiences.
Major
History
The Study of History is the exploration of the thoughts, aspirations and achievements of every human life. As historians, our role is to sift the records of accumulated years through research. As the record of the past grows, we make sense of it, each of us in our own way, guided as we are by what Carl Becker referred to as our own unique “culture baggage.” As the search progresses, we report our findings in a clear and useful way, sharing the experience of previous generations. We pursue this goal, not only in the realm of academia, but in the wider world as well. The skills to find and make sense of information, and then to communicate the results efficiently and to effect, are valuable in any field of endeavor and critical to citizens of the new global century.
At New England College, students of history apprentice as researchers, analysts, and communicators. They also have the opportunity to experience history as it is being made. After all, the quadrennial presidential campaign season begins in New Hampshire and reminds us that democracy in America was born in the towns and woods of New England. Internships in historical societies, living history sites and political campaigns are just a few of the ways in which our students gain experience and confidence.
Historical inquiry begins by prescribing parameters. Once a time period is identified, the apprentice historian establishes a sense of place within those temporal bounds. Intrinsic to the events that result from human action is the relationship such activity has with the landscape. From the daily activity of every community to the extraordinary impact of war, our history is influenced by the natural environment to the same degree that our actions have the capacity to alter the course of nature. The study of human history is one thread in the great tapestry of natural history.
Each course in the history curriculum embraces this awareness of time and place. The student of history has the added joy of exploring the cumulative thoughts and actions of the millions of men and women of all races, creeds and nationalities which, taken together, constitute the story of human interaction through the centuries. A major in history connects a student’s life today directly and intimately with those who have lived before.
Learning Outcomes
Students majoring in History at New England College will:
- acquire a cultural vocabulary and become familiar with terminology peculiar to the historical profession;
- identify and locate sources of data pertaining to a particular inquiry;
- gain competence in the critical analysis of source materials;
- develop competence in writing for the profession;
- construct and defend a substantive argument;
- accumulate breadth and depth of content knowledge in the area of concentration;
- become aware of the ongoing controversies in the profession.
- experience the historian’s art through multiple types of civic engagement and/or internships;
Experiential Learning in History
Students in History embark on their experiential journey early on, finding the content classes embedded with field trips, hands‐on projects (siege weaponry to colonial agriculture) and the required internship at historic sites, museums archives and other locations. The culmination of the apprentice historian’s career at New England College is the Senior Thesis. The thesis project is an independent, mentored research project drawing from primary and secondary sources and producing a piece of original scholarship carefully crafted and situated within the public discourse relevant to the thesis. In some cases, the thesis may be a significant project developed in the sphere of public history - a curated exhibit for instance or a project produced in another medium than writing. Regardless of the medium, completion sets the student apart, and demonstrates an achievement as a practitioner of the scholarly art, a contributor to our knowledge of the past.
Major
Minor
History
All undergraduate courses are 4 credits unless otherwise noted.
Humanities
The humanities are focused on the human experience exploring the record of our lives through the traces we leave: literature, art, theater, communications, philosophy, and history. Combined, the record of human experience enriches our relationships with every other person, living or dead. Regardless of your life path, an Associate Degree in Humanities provides you with the basis for a life well lived.
Each student is strongly encouraged to meet with his/her advisor to work out a specific course schedule to meet individual interests and goals.
Major
Integrated Studies in Philosophy and Literature
The timelessness of works in the humanities reflects one of the most central and enduring aspects of human nature: the ever present desire to find meaning and purpose in the midst of a changing and turbulent world. The expression of this desire to question who we are, and to reflect on what we do, can be found in those defining works of a culture - its literature, art, music, philosophies, history, religions-that serve as touchstones to our past and guides to both our present and our future.
Within the Humanities the work of becoming human is of central concern to the disciplines of philosophy and literature. Both represent core expressions of a culture’s self-understanding. Through the interplay of logic and metaphor, reason and imagination, philosophical argument and literary narrative, studies in philosophy and literature provide us with comprehensive and enriching views of ourselves by raising critical questions, challenging key assumptions, and demonstrating how story/imagination can contribute to the illumination of truth.
Studies in Philosophy & Literature will provide a solid foundation in all aspects of a student’s professional and personal life. Here, at the intersection of these disciplines, students will become practitioners of Engaged Reading,* learning how to move into a text to uncover layers of meaning, heightening attentiveness to the world, and developing confidence in their own abilities to think creatively and critically about who we are and the choices we make.
Learning Outcomes
Outcomes for students who successfully complete a course of study in Integrated Studies in Philosophy & literature include,
- A demonstrated ability to articulate the importance of the imagination in a culture’s self‐understanding;
- Demonstrate proficiency in Engaged Reading* of texts;
- Ability to Identify the differences and similarities between logical and metaphorical approaches to knowledge;
- Articulate the process whereby language functions as the medium through which experience is structured;
- Demonstrate an understanding of the historical and cultural role of philosophy and literature in shaping and challenging a culture’s worldview.
* The discussion and practice of Engaged Reading is intended to introduce students to the aliveness of text in order to shift their experience from reading solely for the purpose of taking in (receiving?) information to reading as an interplay between reader and author. Through this process students will develop a method, suited to their individual learning style that will allow them to read with an attentiveness to what presents itself in language in both analytical and imaginative ways.
Major
Minor
Integrated Studies in Philosophy and Literature
All undergraduate courses are 4 credits unless otherwise noted.
Kinesiology
Kinesiology is a human service major that trains individuals to help others enhance the quality of their lives through a balance of physical activity and other areas of wellness. Professionals in the field are able to design and implement physical activity programs that are safe, effective, developmentally appropriate, enjoyable, and inclusive of people of varied interests and physical characteristics. The curriculum in kinesiology can be tailored to individual student interests, although in general, it prepares students for careers related to physical activity, fitness, and sport, and provides a broad exposure to the liberal arts. Graduates pursue careers as physical education teachers, health-fitness instructors, personal trainers and exercise leaders, recreation directors, athletic coaches, and athletic administrators or cross over into areas related to sport and recreation management. Kinesiology also is excellent preparation for professional certification programs in fields such as athletic training, massage therapy, personal training, and strength and conditioning.
Learning Outcomes
With regard to physical activity, fitness and healthy living, graduates of the Kinesiology Program will:
- Understand the fundamental concepts and theories of human movement from a variety of scientific, social, and cultural perspectives.
- Demonstrate practical skills related to the fundamental concepts of human movement.
- Demonstrate the capacity to identify, access, analyze, synthesize and integrate information and concepts related to human movement.
- Apply critical thinking to solve problems from personal, scholarly, and professional perspectives.
- Demonstrate the ability to communicate clearly and effectively in a variety of settings, using a variety of formats and for a variety of purposes.
- Accept an ethical responsibility to improve quality of life for others and ensure equitable access to opportunities to participate in physical activity for diverse groups.
Experiential Learning Component
The Kinesiology major includes numerous experiential components, which are purposely and developmentally built across the curriculum. These components begin in the first year introductory courses and continue through the hierarchy of courses culminating with the Senior Seminar course. After the first year, each student will experience a field placement in a kinesiology related setting. Ideally, each major would enroll in the Field Experience in the sophomore year. During the junior or senior years, a student who meets the designated criteria could opt to apply to complete an Internship in Kinesiology.
KI 3850 - Field Experience in Kinesiology will serve as a foundational experience in which the student begins to contextualize those fundamental concepts of the discipline. The experiences in this course will provide for more knowledgeable consideration of future professional aspirations.
Typical Field Experience and/or Internship placement sites/organizations would include privately owned fitness centers, YMCA, Boys and Girls Club, Special Olympics, youth sports leagues, city/town recreation centers, local and regional ski areas, public school physical education and after school programs, and the recreation and tourism components operated by NH State government agencies.
Major
Minor
Kinesiology
All undergraduate courses are 4 credits unless otherwise noted.
Languages
Course Listings
All undergraduate courses are 4 credits unless otherwise noted.
Arabic
French
Italian
Mandarin Chinese
Spanish
(No Active Programs)
Arabic
All undergraduate courses are 4 credits unless otherwise noted.
French
All undergraduate courses are 4 credits unless otherwise noted.
Italian
All undergraduate courses are 4 credits unless otherwise noted.
Mandarin Chinese
All undergraduate courses are 4 credits unless otherwise noted.
Spanish
All undergraduate courses are 4 credits unless otherwise noted.
Legal Studies
(No Active Programs)
Legal Studies
All undergraduate courses are 4 credits unless otherwise noted.
Mathematics
(No Active Programs)
Mathematics
All undergraduate courses are 4 credits unless otherwise noted.
Music
(No Active Programs)
Music
All undergraduate courses are 4 credits unless otherwise noted.
Natural Sciences
Through a study of the natural sciences, students better understand the scientific process. The breadth of courses that are offered under this associates degree allows for exploration of a variety of scientific fields. Students may choose course work that leads to increased understanding of the natural world and how better learn how people interact with the natural world.
Each student is strongly encouraged to meet with his/her advisor to work out a specific course schedule to meet individual interests and goals.
Major
Outdoor Education
This program balances the theories of wilderness leadership and experiential education utilizing skills development with active and intentional opportunities to lead. In doing so, this major prepares students for careers in outdoor education and to lead wilderness and adventure trips within the field of Outdoor Education. The blending of experiences in science, sport and recreation management, education and other departments is designed to enable students to support students in developing broad scope skills in order to find careers in a variety of fields requiring leadership or education. Some students may benefit from more electives leading to a double major or a minor. These decisions are done in conjunction with meeting with the advisor and discussing professional goals.
Learning Outcomes
Students completing the Outdoor Education will:
- Demonstrate a working application of a variety of leadership and educational theories
- Demonstrate teaching practices that support and enhance the goals of learning in all academic and wilderness settings for all ages
- Demonstrate environmental stewardship and eco‐literacy through sustainable and Leave No Trace practices
- Demonstrate technical and social-emotional applied to management in a variety of outdoor education settings
- Be able to communicate effectively and emotionally both verbally and written
- Be able to lead individuals and groups effectively and accurately in a variety of wilderness and educational settings
- Demonstrate judgment and decision-making skills by applying prior knowledge attained during previous experiences
- Experience failure in a safe and intentional environment and learn from those mistakes in a manner that promotes sound judgment and skill development.
Experiential Learning Component
At the course level all OE courses embrace the Experiential Education mindset and maintain a comfortable balance between experiencing, reflecting, learning, and teaching. Many of the courses within the OE major are enhanced by student developed projects and incorporate the skills based courses as links to the lecture based courses to provide depth of the experience while in the classroom. Theories and experiences are aligned through a strong connection to the commitment of experiential education practices.
In addition to the courses within the major and minor New England College’s Adventure Bound Programs for Educational and Leadership Opportunities is a prominent source of engagement for the students in the OE field. Adventure Bound programs (AB) are led primarily by students within the Outdoor Education (OE) field, however few non OE majors and minors participate. AB offers a wide variety of programs to faculty, staff, students, sports teams, and surrounding communities. The programs offered are team building on or off the Ropes course, Frisbee Golf, Camping, snowshoeing, XC skiing, nature education, wilderness skills, connecting with nature, and similar. Students are expected to participate in one AB offered experience during the OE 1110 course. In the upper level courses students are expected to lead/co‐lead AB offered programs of their design.
All AB/OE programs are aligned with standards for Association for Experiential Education (AEE), Wilderness Education Association (WEA), and Association for Challenge Course Technology (ACCT) and the students of NEC are an important part of the process. NEC Outdoor Education students are encourage to manage the AB operations and maintain connections and relationships with outside communities. Each year new programs are offered to develop awareness and meet the needs of our NEC community and members of the outside community.
Examples of trips and programs: Indoor and Outdoor rock climbing, hiking, backpacking, ropes course experiences, xc skiing and snowshoeing, weekend camping trips, weekend ski trips, parent child overnight for grades 1‐3, zip lining, aerial adventure park, back country skiing, week long adventure experiences, and more.
Major
Minor
Outdoor Education
All undergraduate courses are 4 credits unless otherwise noted.
Philosophy
(No Active Programs)
Philosophy
All undergraduate courses are 4 credits unless otherwise noted.
Physical Education
(No Active Programs)
Physical Education
The following PE 1000‐level activity courses consist of practical participation and theoretical learning in individual and team physical activities with emphasis on the enjoyment of leisure-time activities. One (1) credit is granted for each course and each of these courses meets for one‐half of the semester (7 weeks). With the exception of Kinesiology majors, students may take a maximum of six (6) of these courses for credit toward graduation. Not repeatable for credit.
All undergraduate courses are 4 credits unless otherwise noted.
Physics
(No Active Programs)
Physics
All undergraduate courses are 4 credits unless otherwise noted.
Political Science
The Department of Political Science at New England College provides students with opportunities to investigate political phenomena ranging from the behavior of the individual citizen to relations among states in the international arena. The program seeks to develop awareness of the moral and ethical implications of political action as well as understanding of political institutions and processes from diverse perspectives. The study of political science emphasizes critical thinking in preparing students for roles as engaged citizens of their community, country, and the world. Our goal is to develop a citizen scholar who understands the challenges and opportunities around them and are in a position to make a difference.
The department maintains a strong commitment to the development of students’ writing abilities. Most courses in the department require one or more papers. The senior level seminars require a major paper based on significant independent student research. In addition, each political science major, under the guidance of a faculty member, writes and publicly defends a senior thesis or completes a substantive capstone project.
Learning Outcomes
Students completing the Political Science Program should have:
- Knowledge of the methods, approaches, or theories used in accumulating and interpreting information applicable to the discipline of political science.
- An ability to demonstrate the basic research skills necessary to write a paper in the discipline of political science.
- An ability to demonstrate critical thinking skills and formulate and defend a thesis.
- Knowledge of the content of at least two of the following subfields within political science: American Government, Comparative Politics, International Relations, Constitutional Law, and/or Public Policy.
- An understanding of the basic values of American civic culture.
- A basic knowledge of the political institutions and processes of the government of the United States.
- Knowledge of the dynamics of politics and power at work in the modern world.
- An understanding of the major issues affecting international relations.
Signature Immersion Experience
Each major will complete a senior capstone project in their senior year. This project will be conducted over the course of three 2‐credit courses (Thesis I, Thesis II and Thesis III) and will begin in Spring of the Junior year.
Each student is asked to undertake an independent learning experience where they will immerse themselves in research and writing on a specific topic of their choosing. Faculty works with the student on topic selection and making sure they meet deliverable milestones and provide support through faculty and library staff. The student completes a writing intensive project which can be the traditional thesis or a project designed in consultation with a member of the political science faculty.
The student constructs a committee (with representatives across departments) that advises through the process. Additionally, the senior capstone seminar class involves significant feedback from fellow students. At the end of process the student does a “defense” which includes a public presentation with comments and feedback from the faculty on the committee.
Major
Minor
Political Sciences
All undergraduate courses are 4 credits unless otherwise noted.
Other Courses
Psychology
Psychology emphasizes the fundamental importance of understanding human behavior and thought. It is a wide‐ranging discipline, encompassing diverse fields of study. It is also, by its history and nature, an activist, applied discipline. Students focus on such diverse topics as human development, prejudice, aggression, abnormal psychology, health, and social interaction, not solely to acquire knowledge, but also with the intent of using this knowledge to better their community and their world.
At New England College, it is the goal of the faculty to merge practical skills with theoretical content and critical thinking abilities. One aim of the program is to prepare students for continued study at the graduate level. Another goal is to prepare students for careers in counseling and human services, business, education, community health, and political and social service. In combination with other programs of study (e.g., art, international business, communication, drama, environmental science, women’s studies, philosophy), a psychology major provides students with a variety of career options upon graduation. In all courses, students are challenged to move beyond their common sense and personal history and to acquire an understanding of how questions about human functioning are answered via the scientific method of systematic investigation and hypothesis testing. Moreover, the faculty make psychology meaningful and relevant to students so that what they learn can be applied to real life skills such as parenting, interpersonal relationships, health, conflict resolution, motivational and emotional difficulties, and personal development.
As one of the social sciences, psychology relates well to programs in business, economics, education, communication, political science, and sociology. As a health science, psychology is concerned with individual and collective well‐being and, therefore, encourages important connections to medicine, law and environmental studies. Additionally, psychology is becoming more attentive to cross‐cultural and international issues. The Psychology Department is part of the Natural and Social Sciences Division.
Faculty members in psychology have a wide range of research interests, including such areas as health, prosocial behavior, human sexuality, violence, attachment theories and environmental influences on childhood learning abilities and behaviors, life‐span developmental issues, clinical psychology, and contemplative approaches to psychology, multicultural and cross‐cultural considerations, and community mental health. The members of the psychology faculty work closely with students and are committed to assisting students in their efforts to realize their individual educational goals.
Two concentrations are offered in psychology: general psychology and human services.
Learning Outcomes
Students completing the Psychology Program should possess the following:
- Knowledge Base of Psychology ‐ Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
- Research Methods in Psychology ‐ Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.
- Critical Thinking Skills in Psychology ‐ Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.
- Application of Psychology ‐ Understand and apply psychological principles to personal, social, and organizational issues.
- Values in Psychology ‐ Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science.
- Information and Technological Literacy ‐ Demonstrate information competence and the ability to use computers and other technology for many purposes.
- Communication Skills ‐ Communicate effectively in a variety of formats.
- Multicultural Awareness ‐ Recognize, understand, and respect the complexity of multicultural communities.
- Personal Development ‐ Develop insight into their own and other’s behavior and mental processes and apply effective strategies for self‐management and self-improvement.
- Career Planning and Development ‐ Pursue realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings.
Experiential Learning Component
Most courses contain engaging demonstrations, field trips, and in‐class guest presentations. Many classes also include service‐learning components. All students are required to complete a novel research study. Qualified students are also encouraged to further pursue in‐depth exploration of areas of personal interest, to present research at regional and national conferences and to collaborate with faculty on manuscripts and other aspects of research. Numerous practica opportunities are available and internship are required.
Major
Minor
Psychology
All undergraduate courses are 4 credits unless otherwise noted.
Sociology
(No Active Programs)
Sociology
All undergraduate courses are 4 credits unless otherwise noted.
Additional course descriptions are included in program information for degree in Sociology. Cross‐listed course descriptions can be found in other sections of this Catalog.
Social Work Minor
The Social Work minor prepares students to work and contribute to an increasingly complex world. Student engage in community, internships and field practica in service and advocacy with a variety of organizations (like Lutheran Social Services, the Sierra Club, the Rape and Domestic Violence Crisis Center, NARAL‐ NH, the Concord Day Resource Center, NH Peace Action, NH Citizens Alliance, American Friends Service Committee, DCYF, the Bradford School, NH Red Cross, Farmsteads of New Hampshire, and Families in Transition).
Learning Outcomes
Student minoring in social work will the ability to:
- apply a sociological perspective to work they do with people and professionals.
- demonstrate a broad knowledge of US and global social problems and the public and private initiatives aimed at addressing them.
- critically assess the accuracy, validity and credibility of information on U.S. and global social issues.
- clearly articulate the personal and professional strengths (attributes, skills, knowledge) they bring to the job market, and describe several (at least 3) specific employment options that they can pursue, given their background in sociology and their personal values and interests.
- advocate clearly and professionally in their communication.
Minor
Social Work
All undergraduate courses are 4 credits unless otherwise noted.
Social Sciences
An Associate Degree in the Social Sciences is designed to facilitate a multi-disciplinary understanding of human interaction in society. Central to all of the disciplines listed in this degree is the notion of interpersonal as well as group relations; as a result students seeking the Associate Degree in Social Sciences will be better prepared to think about social change. Depending on the specific course of study used to complete this degree, students may be prepared for entry level positions or continued study.
Each student is strongly encouraged to meet with his/her advisor to work out a specific course schedule to meet individual interests and goals.
Major
Sport and Recreation Management
The Program prepares students for careers in managing organizations in the sport, recreation, and leisure industries. By developing professional knowledge and skills, as well as critical thinking skills, our students are prepared for significant career flexibility. The blending of business and kinesiology courses is designed to prepare students to work in a broad array of management positions (in both non‐profits and for-profits). At New England College, the discipline covers the study of management theories, leadership, financial management, marketing and sponsorships, the sociology of sport, recreation facilities management, legal issues and risk management, and professionalism in the industry. In consultation with the faculty advisor, students will further select courses within the major and across disciplines to satisfy personal interests and strengths.
Experiential Learning in Sport and Recreation Management
Students have many opportunities to engage in a vast array of experiential learning. The Sport and Recreation Management major has experiential learning components in every course. (Also, the major requires an internship or a practicum experience that is designed for and contracted with each student.) Experiential learning based on theoretical and substantive knowledge allows our students to engage fully in the discipline. The major is designed with intentional experiences that the professor must guide and lead the students into and through, using a variety of pedagogical principles and practices. As professors facilitate the activities, the students use the concepts, techniques, and requisite social skills toward the expected goals and outcomes-to achieve success… and sometimes failure, from which we guide into a learning experience. The experiential component of the Program engages the students to learn and accept responsibility for their educational goals, to seek learning, and become personally and socially responsible professionals.
Learning Outcomes
Students completing the Sport and Recreation Management program should be able to:
- Identify and analyze the socio‐cultural dimensions related to sport & recreation
- Demonstrate knowledge of management & leadership theories
- Develop an understanding of ethics perspectives and theories and demonstrate competencies in applying ethical decision‐making strategies
- Demonstrate knowledge and apply marketing‐related concepts & theories
- Develop skills to demonstrate the application of essential budgeting & financial techniques and principles
- Demonstrate working knowledge of legal issues specific to the industry
- Analyze sport using relevant economic theories
- Examine and analyze issues related to governance in varying sport organizations and among governing bodies which influence the sport industry
- Undertake field experience in Sport and Recreation Management (internship and/or practicum)
- Write persuasively
- Use qualitative and quantitative data for decision making
- Exhibit strong oral and interpersonal communication skills
- Read critically
- Think critically and independently
Major
Minor
Sport and Recreation Management
All undergraduate courses are 4 credits unless otherwise noted.
Theatre
The major in theatre is designed to provide students with a solid foundation in the craft and art of theatre through both theoretical and practical principles. The philosophy of the Theatre Department stresses the relationship between a liberal arts education and possible career paths in the theatre or further studies in graduate programs. The fall and spring Mainstage Theatre productions are linked to the College’s curriculum, providing a learning laboratory in which students have the opportunity to explore educational themes while producing high caliber theatre performances. During the summer, The Open Door Theatre offers students the opportunity for a six‐week professional theatre immersion experience. Working as interns with the resident professional company, 3rd year students take master classes as well as perform technical crew work for that summer’s production.
Learning Outcomes
Students completing the Theatre program should be able to:
- Apply the basic analytical, physical, and vocal techniques utilized in the process of acting.
- Apply the basic terminology and craft skills utilized by the stage technician (scenery, costumes, lighting).
- Describe the analytical and visual principles of theatrical design.
- Apply the basic analytical, staging, blocking, organizational and communication techniques utilized in the process of directing.
- Write creatively and critically for the theatre.
- Analyze, interpret, and evaluate their own and others’ work in the theatre.
- Describe theatre in relation to history and culture.
- Critically read and interpret theoretical and dramatic texts.
- Apply the collaborative and creative process through which a script is transformed into a theatrical production.
Experiential Learning Component
Theatre by its very nature is experiential. Critical to developing the skills necessary to pursue a career in the theatre students must engage not simply in theoretical classroom exercises but in practical production experiences. To that end, students will actively participate in some fashion in all mainstage productions (4 each year) by the theatre department (as actors, stage managers, crew or front of house staff). In addition students are provided additional production experiences with the student run Carriage Theatre Ensemble, which produces two or more works every year. CTE also provides students the opportunity to direct and design in addition to other acting and crew assignments.
After the spring of their junior year (upon completion of 60 credits), students will participate in a summer immersion experience with The Open Door Theatre, our resident professional summer theatre company. In addition to master classes, students will participate in rehearsals and perform technical crew assignments for the company’s production. Students will also produce their own showcase, which will be critiqued and evaluated by members of The Open Door Company. This experience will give students their first truly professional experience outside of the theatre department.
Major
Minor
Theatre
All undergraduate courses are 4 credits unless otherwise noted.
Women’s and Gender Studies
New England College offers a Minor as well as the opportunity for an Individually Designed Major in Women’s & Gender Studies.
About Women’s & Gender Studies
Women’s & Gender Studies is an interdisciplinary academic field which explores issues of power, gender identity, and hierarchy, based on sexual difference. Drawing upon a variety of traditional disciplines, such as philosophy, psychology, sociology, literature and the arts, Women’s & Gender studies offers students an opportunity to learn how women and men of various racial, ethnic, economic and sexual identities are affected by the construction of gender and theories of sexual difference.
Because women’s and feminist scholarship has so dramatically altered our way of thinking about and understanding the world, students in this discipline perform a cross-disciplinary germination of ideas that complements and informs every academic field and profession, making it an ideal minor or double major. Combining theory and practice, Women’s & Gender Studies allows students to explore cultural, political, and historical contexts for understanding sex and gender in light of social justice and human rights concerns.
The following outcomes are indicative of successful completion of a minor or individually designed major in Women & Gender Studies. Students will be able to,
- Demonstrate an understanding of the categories of sex, gender, race, and class as they apply to the social construction of reality;
- Demonstrate through written and verbal communications a familiarity with the language and terminology of the discipline;
- Articulate relationship between categories of sex, gender and issues of social justice;
- Explain shifting definitions of sex and gender;
- Demonstrate familiarity with women’s contributions to culture, history, politics, etc.
- Demonstrate familiarity with key periods in the historical and political struggle for women’s and gender equality;
- Apply critical feminist analysis to knowledge across the disciplines.
Major
Minor
