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This school was a horrible experience - do NOT attend this OT program. They are unprofessional, do not support their students, do not abide by the core of therapy standards. They do not care about students that do not fit their exact mold. It is very old fashioned thinking and they have not changed with the current times. If you are different in any way - you are not accepted or supported. If you are not different in any way - they do not care either. Myself and my cohort did not feel connected to... Read More many of the professors. They do not have enough fieldwork placements for students either. Again, DO NOT ATTEND - you will get a better experience anywhere else!!!

I began this program in the fall of 2023, and I started with a great deal of optimism and enthusiasm. The first semester was academically strong, although I will say that the neurobiology course was particularly disappointing with an instructor who put minimal effort into conveying an academically dense course, often posting lectures that were less than 15 minutes (If I recall, less than 10, but don鈥檛 want to be accused of overstating anything), one week posting no lecture whatsoever, but still writing... Read More tests that were hugely disproportionate in difficulty in contrast to what she taught. In the end, I will say I retained very little from that particular course and that was very unfortunate.
By second semester, this programs wheels fell off and the cart when crashing down a hill into a dung filled dumpster that was ablaze.
The program director, who provided each student individual interviews prior to admission, became increasingly distant. She became less and less responsive to emails, sometimes taking as long as two weeks to respond to students, a standard that was completely unacceptable in an online program. We were now being placed in clinicals, and the availability of slots was poor. I personally received emails from the director asking me if I would be willing to travel across state to three different locations, each time, I responded affirmatively, but I still wasn鈥檛 placed for the first two weeks of clinicals and it wasn鈥檛 until the third week when I finally had full time placement. Additionally, the final paper in her course from the first half of the semester went ungraded. By the second half of the semester, one full time faculty member resigned. During this time, a conflict arose between students and faculty where a demand for clinical hours was set at 750, while this was documented in the course curriculum, 100% of the students were advised by the program director that this was a 鈥済oal鈥� and would not be required and that if we had between 550-600 hours, this would be adequate for graduation. I specifically advised the director that I was already working full time and asked her point blank if I would be able to maintain my full time job and still be successful in programming; she was made aware that I had the latitude of my job to change my hours to accommodate almost any clinical hours, and she told me with that information that I would be able to do this program without a problem. Many of the students in the program had direct documentation in the form of emails confirming this. When students challenged the new demand of reaching the 750 hours, we were met with a deaf ear. Rather than the faculty taking time to recognize the contradiction in communication and try to work with the student body to resolve the issue, they doubled down on the demand and advised us that we were being unreasonable for expecting an accommodation. I personally registered a complaint with the chair of the school of nursing, she validated my concerns when presented with the information and advised that she would direct for a solution to be achieved and then vacated the position a week later. The remaining faculty person again doubled down and wrote me an email saying that it was unreasonable that I should expect to be able to participate in this program while working full time (a contradiction to what the absentee director had told me before admission). At this point, we had to file complaints to the level of the provost鈥檚 office who seemed disappointed that this conflict wasn鈥檛 resolved prior to her hearing it, she directed a resolution to the problem, and the next week, the remaining faculty (one full time and two adjunct clinical instructors) told us that we would now only be required the 600 hours to graduate.
Shortly after this, we were advised that the director of the program had resigned.
Clinical placements continued to be difficult, and it was challenging for many of us to get our clinical hours. In particular, placement in therapy clinicals were almost non-existent and the one remaining full-time faculty advised students that any time we had a 鈥渓ong conversation鈥� in an encounter with clients, 鈥測ou are doing therapy, and you need to document it that way.鈥� This was the direction to enable us to get the 200 hours of clinical therapy time that was required for certification. This was a FAR CRY from providing us with a clinical placement where would learn and observe the principles of different therapies being practiced. To direct students to document these random conversations as 鈥渢herapy鈥� to meet clinical hour requirements seemed to lack any and all academic integrity and was very disappointing for me. If we submitted academic work that lacked that kind of integrity, I imagine we would have faced serious repercussions from the school.
We would go four months without a director, and even when one was announced, she made no effort to reach out to her student body until November of last year during what was called an 鈥渋ntensive鈥� which encompassed two days of online live classwork. I found it comical to hear her mention to the students how proud she was of a program that put such an emphasis on therapy while in a PMHNP program.
In my final semester, I again had difficulty with placement, and it took the school three weeks to assign a clinical placement. I was not the only student who had this experience; 25% of our class did not have adequate clinical hours to be eligible for graduation. We were told this would not be a problem and that we could just complete clinical hours after the semester and advise our clinical instructors to remove an incomplete grade and we would be done. The practical application wasn鈥檛 exactly what had been conveyed, while I finished my clinical hours within 4 weeks of graduation, they did clear the incomplete, but I was forced to wait until the end of May before the University would acknowledge my course work complete and mark that degree was conferred. There was zero consideration to the challenges the students faced losing faculty leadership, not having adequate clinical placement, and not having appropriate academic resources for training 鈥� it was disappointing.
In all, while the program started strong, it felt very chaotic through the final three semesters. My experience was not unlike any of my cohort members and across the board, we all felt a very similar experience with little variation. In the University鈥檚 defense, even the last remaining faculty quit the semester after we completed programming, and for the program to continue, they would have had to entirely restructured everything, and maybe they鈥檝e addressed some of these issues, but for my experience, it would likely on contribute to the disorganization rather than improve on it.

Going to UNH was the worst single decision I have ever made, followed by the sunk-cost-fallacy thinking that led me to stay when I realized in my senior year what a terrible mistake I had made. "Career fairs" had more commissioned sales jobs showing up than actual employers who were looking for your degree and skills, which as I've tried to enter the workplace I'm finding is because no one wants the degree from UNH. You might be able to work at the local Lonza plant. The classes and professors were... Read More actually mostly great, but there were no resources to help you in a future career. Here is a story to help you understand the school. When the librarian died and left a surprise $4,000,000 bequest, $2,500,000 of that went to a career center, because what there had been before didn't even merit the name. $500,000 went to various other expenses, including $100,000 for the library that they only put there because the will required it. $1,000,000 went to a video scoreboard for the football team that no one outside the state even knows exists.

The Sustainable Agriculture and Food Systems major at the University of New Hampshire is unlike anything else. I was so inspired by all the incredible professors that dedicated their heart and soul into their students and the program. I felt that I had the opportunity to explore a degree that was catered to my own interest, and I focused my studies on Community Development in Food Systems Work. I was able to examine theories of economic and racial justice in the food system, study community planning,... Read More and participate in leadership summits that shaped who I am as an individual. Every professor I worked with was passionate, knowledgeable, and empathetic. I am so grateful for my experience at the University of New Hampshire!

SNHU is great for the working professional in need of flexibility, or online education. I personally attended the MBA program on campus and was pleased with the experiences in the classroom overall. Some professors were more engaged and eager to challenge their students than others, but this is to be expected at virtually any school - especially when relying on primarily adjunct teaching faculty. When it comes down to it, SNHU's Graduate curriculum is designed to apply broadly across all platforms... Read More ie. both traditional formats and online. After all, they are the largest online school in the country... Due to this strategy however, there is little to no specialization or niche learning. If you're looking for a very specific and intensive major specific program, SNHU may not be your best option, but to be fair and realistic, many schools are following this model because the landscape of education is changing drastically. Having been on campus instead of online however, some of my professors were truly subject matter experts had years of experience/knowledge to share, and tended to delve into challenging niche topics to supplement the cookie-cutter curriculum; I soaked those learning experiences up when possible. The coursework ranges from moderately easy to difficult, depending on what you're used to from an undergraduate setting and how much effort you put into your work. If you really dig deep into these assignments and make sure you're thorough, they'll challenge you, trust me. For the folks on here who say the coursework is a "joke" or "stupid easy", you may be hitting all the required elements to submit your work, but you're probably not going into the depth of which you could. As a graduate level student, it's really up to the individual to challenge themselves because we are capable adults and should hold ourselves accountable as such. About the grading remarks on here, yes, I felt as though some professors were too lenient with some of the students who didn't bring forth graduate level work. This is frustrating because they'll ultimately receive the same degree as those of us who have a high caliber of work, which may diminish the validity of our degree in the long-term. Again, this is happening across many schools in America today because the schools are also a business, and as long as you're a paying customer, they'd like to maintain your business. However, at the end of the day, this doesn't bother me because I know how much effort I put into the program, and I earned my stripes. When it comes to real world application, these folks may have the degree, but may not have retained the knowledge necessary to apply it to the real world. It's astonishing to me how many students enroll in this program, only to sit and complain about it. To counter-argue many comments on this page, I think there's a fundamental issue within the culture of education in America today, not just at SNHU. Students need to learn how to own up and stop complaining/making excuses/cutting corners; this isn't the responsibility of the school, it's on us as students. I agree they could be better about weeding out the unproductive slackers, but again, it's not all about the education anymore. A side note before I conclude: I am a veteran, and I am pleased with the amount of support SNHU advising staff gives to their veteran population. This is a great school for vets because using GI and Vocational Rehabilitation benefits can be confusing and messy sometimes, but SNHU does an excellent job of mitigating all potential disaster in the process. In conclusion, SNHU is an excellent option for working professionals, military veterans, and graduate level students who are self-sufficient enough to challenge themselves. For the most part, the professors have a lot of real-world experience that relates to the curriculum (this is incredibly important in a business program), and you'll even get a rock-star professor from time to time, that really pushes their students. I think the school could do a better job of weeding out the people who clearly don't want to be there and people who perform below standards, but again, this is a fundamental problem in our education system, it's not just SNHU. For my circumstances at the time, SNHU was a perfect option to accomplish what I set out to do: earn an MBA as I integrated back into the civilian workforce. If I had to do it again however, under different circumstances, I would seek a more specialized program at a more competitive school, where the enrollment process is more stringent and the students are more engaged and accountable for their own learning.

The music education program at the University of New Hampshire is one of the strongest in the state. The variety of classes, ensembles, and professors you have to choose from makes it a great program for any student. I enjoyed learning from all of my professors and did not have an issue in any class. It is easy to tailor the program to your interests because the variety of courses and ensembles is fantastic. You can get anything you want out of the music program at UNH, as long as you put the effort... Read More in for the results you want!

UNH holds a very special place in my heart. At 18 years old for most people like me, it's hard to image life beyond high school and home life. All we know are classes, an after school job, and living in a home where we don't have to worry about rent, bills, or food. Heading to school started to chip away at those structures to help me discovery who I really was. Battling change, loneliness, self-doubt, and the future, I wasn't sure what exactly was in store for me. Luckily, I met some of my very... Read More best friends in the world during the back half of my freshman year and everything changed. I realized I could take the classes I wanted to take (Music appreciation, Intro to Cinema Studies, etc) and that my coursework was what I made of it. While UNH offered a fair amount of generic classes that have to be taken in order to earn a degree, they really began to shine within my English major. The lessons I learned in my creative fiction classes are lessons that I still implement today. Things like "be fair to your villains" and "write what you love, not just what you know." While there's no single path to success and no two experiences are the same, I adored the professors in my field. Some of the more generic classes like a foreign language course, or Rhetoric in Film felt unnecessary to the end goal, but I also understood why it was required to take them. It was to expose us to many different paths so that when graduation came, we could be best prepared to take the next step onto one. The campus is beautiful, too. I've never been a city person and have lived in my fair share, so to see the University tucked in the woods of New Hampshire felt like a welcomed relief. Everything is far enough away for the school to be spread out but the campus is also built to accommodate. I never had any trouble getting to where I needed to be, or finding the resources to be successful.

I can speak to the value of this program now having been in the work world for 30 years. The classes make you think, and help you articulate your own philosophy of education. The professors get to know students individually and seek out opportunities to let you stretch yourself. I had several different profs who mentored me by bringing me to professional conferences, exposing me to leaders in my field. Recommendations from them, because they knew me well, opened doors for my best job ever. Several... Read More professors have remained life-long contacts, and when I dedicated my first published book to two of them, they both remembered me. My reunion to present one with the book led to similar in-depth thought-provoking conversations; it's like no time had passed! If you are ready to share your thinking with caring, involved leaders and mentors and grow intellectually and professionally, this program will help you do that.

My perspective off the University of New Hampshire is unique. I was not originally accepted to the institution and had to spend time at a comparable university for a semester to receive admission in the following spring. I feel that this has allowed me to not take my education for granted and look at it in a very honest light. I enrolled at the University studying Music Performance and found that I was able to study with some of the most exceptional music faculty in New England. The program, however,... Read More did not favor transfer students well. As many UNH students have experienced, I was unable to pass one of my required semesters of ear training, and as a result of my transfer status was removed from the program as I would no longer be able to matriculate on-time. I instead choice to study history with an emphasis on music history. The history department at UNH is filled with some of the most impressive scholars in their respective fields. I feel as though I received one of the premier history educations in the nation while being pushed to pursue my goals of studying Musicology and Ethnomusicology on the graduate level. I was also able to keep in close contact with the exceptional musicology faculty who have guided me through my graduate application process. Though I have had issue with the structure of the music major at UNH I understand that it conforms to a national standard. Overall my time at UNH has been exceptional and I feel uniquely prepared to take on rigorous course work in Graduate School.

I transferred to the University of New Hampshire (UNH) during my Sophomore year from the University of Southern Maine (USM), which was a smaller state school and I had to pay out of state tuition. USM was more expensive and had less opportunity to network, attain career advise, get involved in internships and volunteer opportunities, whereas the History Dept. at UNH helped me network with students and faculty, had required faculty advisors meeting and a range of open hours as well as strong encouragement,... Read More support and outreach for internships which helped me start my career.