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Beginning in Fall 2025, the 91��Ƭ��’s Human Development and Family Studies (HDFS) department will offer a more streamlined path to teacher licensure through its .

Previously a program within the child development concentration, the licensure pathway will now be directly available as a declared option for incoming students. While the core program remains unchanged, this update simplifies the administrative process and clarifies the licensure track from the start.

"Students can graduate 91��Ƭ�� in four years, and if they complete the program requirements, can be licensed to be an early childhood education teacher, which in New Hampshire allows you to teach up to grade three,” says Associate Professor Kimberly Nesbitt, who serves as the option’s director. "The license is transferable to any state. Out-of-state students can complete the program, and we would work with them to get their license to be a public school educator in their state of choice."

Nesbitt notes that the program also serves as a strong foundation for students interested in pursuing 91��Ƭ��’s accelerated elementary education master’s degree, which extends teaching eligibility through grade six.

Building Community Through Small Cohorts and Practical Experience

The program’s cohort model fosters close connections between students and faculty. Typical cohorts include around 12 students, with expectations to grow to 15–20 under the new structure.

Students gain hands-on experience early on through practicums at 91��Ƭ��’s Child Study and Development Center, in courses like HDFS 635 and HDFS 709. They also participate in community-based classroom placements through ED 500, spending approximately five hours per week in public schools.

In their senior year, students complete a full-year student teaching placement in a New Hampshire public school, working closely with experienced mentor teachers. These placements are intentionally clustered — often in the same school buildings — so students can support one another, observe different classrooms, and attend school-wide meetings together.

All student teaching sites are located within about 25 minutes of 91��Ƭ��’s campus. Nesbitt highlights the program’s strong ongoing partnership with the Barrington School District

“A lot of our students go on to teach at the very schools that they were student teachers,” Nesbitt says. “It's been a nice pipeline for helping students get jobs and supporting the 91��Ƭ�� community.”

’25, a human development and family studies major with a minor in education, calls her yearlong student teaching in a third-grade classroom at Barrington Elementary School a defining part of her college experience. Hart was paired with 91��Ƭ�� alum Rebecca Proulx ‘20.

“From the first day of school, I was fully immersed in the classroom — designing lesson plans, leading activities, and connecting with students on a personal level. The process of adapting to the diverse needs of the students, navigating the challenges of classroom management, and seeing the progress they made throughout the year was incredibly rewarding,” Hart says. “I was given the opportunity to lead the classroom while receiving feedback and guidance from both my mentor teacher and my 91��Ƭ�� faculty advisor. This constant reflection and support were invaluable in refining my teaching methods and strategies.”

Designed for Flexibility and Student Success

Nesbitt emphasizes that the program is designed to be flexible and supportive. Students can still study abroad, participate in university or departmental honors, and engage in extracurricular activities — including athletics.

“We’ve had student-athletes from soccer, lacrosse, dance, and cheerleading complete the program successfully,” she says. “As long as students stay in communication with their advisor, we will do our best to make it work.”

Hart found time to pursue interests beyond the classroom, too. In addition to her academic commitments, she participated in intramural hockey and the skiing and outdoor clubs.

“91��Ƭ�� has such a vibrant sports culture, and joining the intramural hockey league allowed me to bond with classmates and make new friends, all while having fun and embracing the competitive spirit that the school is known for,” Hart says. “It’s been a great way to unwind and form friendships outside of the classroom.”