Mission & History

Although the College of Education & Human Development is new, its disciplines have a long history at the University of North Dakota.

The University of North Dakota has offered teacher education programs since its founding in 1883. The preparation of teachers at UND was coordinated by the Normal Department from 1883 to 1900; by the Normal College from 1900 to 1905; by Teachers College from 1905 to 1911; by the School of Education from 1911 to 1953; and by the College of Education until 1972, when programs of that college merged with the New School of Behavioral Studies to form the Center for Teaching and Learning.

In 1996 the Center for Teaching & Learning absorbed programs from the defunct College of Human Resource Development, to create the College of Education & Human Development. 

Mission Statement

The College of Education and Human Development through collaborative partnerships and scholarship, engages in inquiry and innovation to influence inclusive development and learning for all.

Vision Statement

The College of Education and Human Development advances research, teaching, and learning through an intentional focus on problem solving and integration of theory and practice to develop equitable outcomes which foster local and global impacts on a diverse and complex society.

Diversity and Inclusion Statement

To create a safe, welcoming, and inclusive learning and work environment, the College of Education and Human Development focuses on fostering greater diversity, equity, inclusion and accountability. The college embraces a culture of inclusion where all individuals feel respected, are treated fairly, provided work-life and school-life balance, and have an opportunity to excel in their chosen fields. These efforts will be intentionally integrated into the goal and efforts of the College.

Guiding Principles

Pursue the ideals of diversity and excellence, which are interconnected and interdependent, concentrating on both increasing compositional diversity of students, faculty, and staff, and creating learning environments in which all can thrive.

• Engage in a widespread and comprehensive commitment by the entire College community, ensuring that all students may fulfill their educational potential, and that faculty and staff are fully engaged in such initiatives. 
• Place the mission of diversity at the center of College life, so that it becomes a core principle around which decisions are made. 
• Call for close attentiveness to the student experience itself, including the impact of race and ethnicity, physical ability, mental and cognitive health, sexual orientation, religious and gender identity and expression, socioeconomic background, national origin, family status, military/veteran status, age, deferential preparedness, political beliefs, and first-generation status on learning experiences and outcomes.
• Call for close attentiveness and equity to the faculty, staff, and personnel of the College community with regard to opportunities, resources, funding, teaching, research, and service.
• Proactively identify, monitor, and address inequities, discrimination, misconceptions, and stereotypes to create a safe environment for all people in the College.

These principles will cultivate a diverse, welcoming, safe, and inclusive community that respects and embraces rich differences within the College community. Integrating and centralizing these principles into planning, decision making, and thoughtful action will allow all members of the College community to feel safe, welcome, and included.

They further allow the College to pursue diversification and equity with greater intentionality and attentiveness in serving the needs of its students, faculty, staff, and communities it serves. Intentionality and attentiveness to diversification and equity will be integrated throughout the College’s educational mission, programs, and initiatives. The College recognizes diversity, inclusion, and equity as core to decision-making and focal contributors to the achievement of student learning outcomes. Such recognition demands a shift not in the essence of the College’s work, but rather in how it approaches and implements such efforts – understanding that diversity is an ongoing commitment, rather than an outcome at one point in time.

Equity & Justice

The College of Education and Human Development is taking the current steps as action items to address the principles of equity and justice.      

In CEHD, we promote the principles of equity and justice. 

• We strive to reduce the barriers to equitable access to education. 
• We challenge ourselves to recognize our own biases and privileges, and then change our own behaviors to increase equity and inclusion.
• We critically examine our admissions, hiring, and curriculum processes to improve education for every student and to increase representation from diverse communities.
• We are committed to making systemic changes that promote equal educational, economic, and social rights for every individual.

Code of Ethics

The faculty at the College of Education and Human Development want to respond to the most recent derogatory language and images directed toward African Americans posted by UND students; recognizing there have also been past examples. These images and all acts of bias and racism are hurtful and are disrespectful. These images and all acts of bias and racism violate each of The University’s stated community values:

1. That everyone be allowed to work, learn, and live in a safe, caring environment.
2. That everyone learn about, understand, appreciate, and respect varied cultures.
3. That everyone matters.
4. That all individuals be respected and treated with dignity and civility.
5. That everyone continue to share in the responsibility of making UND a better place.

As further response, the College of Education and Human Development is moving forward in adopting a Code of Ethical Conduct expected for all students in all programs in our College. Furthermore, we also assert, in accordance to recent court rulings, "a student’s freedom of speech ends when the invasion of another student’s right to an education without interference begins." The College will visibly be representing our support of diversity throughout our buildings.

Continuing Our Legacy

The present faculty continue the UND traditions of leadership to the schools, colleges, and communities of North Dakota and the Upper Midwest; of promoting a broader view of education, wellness and mental health services; and of providing teachers, administrators, and other educational personnel with intensive, intellectually challenging, integrated programs of study.

Physical activity has been important to students since the early days of UND, whose history shows interesting differences in the development of programs for men and women. The Department of Health, Physical Education and Recreation was formed in 1963 from a merger of the women's department of Physical education, founded in 1893, and men's department, established in 1906. In addition to developing the physical potential of all participating UND students, programs of the department prepare professional leaders for health, physical education, and recreation in many settings.

Although courses in Counseling were offered by UND faculty as early as 1924, development of a formal program was spurred in the 1950s by the National Defense Education Act, which sponsored preparation of school guidance Counselors. With leadership from the Department of Psychology and the College of Education, the Department of Counseling was established in 1963. As part of the College for Human Resources Development, the Department broadened and deepened its programs, which focus on counseling in a wide variety of settings.