Educational Studies Major: Equity, Diversity & Inclusion (B.A.)

The UNH major in educational studies: equity, diversity and inclusion (EDI) offers students committed to becoming teachers in elementary school settings opportunities to integrate knowledge and research methodologies from several academic disciplines and field sites into a focused examination of the interdisciplinary field of education. The four-year educational studies: EDI major program is designed for students who seek a rich understanding of education grounded in science, the arts and the humanities. The principles of equity, diversity and inclusion are woven throughout every course and field experience. All declared majors choose one of two strands of EDI: special education or multilingual learners. Graduates will be eligible for certification by the NH Department of Education in elementary education plus English to Speakers of Other Languages (ESOL).

The goal of the program is to graduate civically, globally and intellectually engaged students who understand the complexities of education, are capable of analyzing and evaluating complex problems influencing education from a variety of disciplinary perspectives, and are committed to becoming community teachers — teachers who are leaders and role-models in the communities in which they teach. Program graduates will be prepared for present and future challenges as well as for a wide range of employment opportunities in educational and professional settings engaged in educational policy, community-based education and educational advocacy.

Degree Requirements

All Major, Option and Elective Requirements as indicated.
*Major GPA requirements as indicated.

Major Requirements

The major in educational studies: equity, diversity, and inclusion requires 88-98 credits with each course completed with a B- or better. The required minimum overall GPA in major coursework is 3.0.

Course selection for a B.A. in Educational Studies is designed in close consultation with an Education Department advisor.

Candidates for a degree must satisfy all of the University Discovery Program requirements in addition to satisfying the requirements of each individual major program. Bachelor of arts candidates must also satisfy the foreign language proficiency requirement.

• GOAL ONE: Our students effectively analyze the social dimensions of education, to include issues of culture, gender, equity, health and economics.
• GOAL TWO. Our students are able to recognize and respond to systematic and pervasive acts of marginalization that may percolate through schools and school communities and are situated within the contexts of more complex intersections among students’ abilities, languages, races, ethnicities, religions, genders and sexualities, all of which impact student identity, motivation, interest and connection to education.
• GOAL THREE. Our students demonstrate depth of knowledge in their subjects; recognize how knowledge in their subjects is created, organized and linked to other disciplines; identify the organizing themes and central concepts necessary for understanding a subject; and identify associated content necessary for students to understand these themes and concepts.
• GOAL FOUR. Our students understand how students develop and learn; treat students equitably and work diligently to help each student reach his or her potential; and create and maintain an atmosphere conducive to learning.
• GOAL FIVE. Our students demonstrate specialized knowledge of how to teach subject matter to their students. They use multiple approaches to facilitate student learning. They create lessons that are engaging, appropriately challenging, and motivating for students. They involve students in thoughtful inquiry and reflection.
• GOAL SIX. Our students use multiple strategies to assess students, regularly assess student progress using appropriate measures, and demonstrate the ability to make informed decisions about students and their learning based on classroom, district and state assessments.
• GOAL SEVEN. Our students make well-reasoned choices and decisions within the complex and demanding conditions of teaching. They analyze the effects of their actions and make appropriate changes. They consider the moral and philosophical implications of educational decisions. They improve their practice by reflecting on their own experience, observing others, seeking advice and drawing upon educational research and scholarship.
• GOAL EIGHT. Our students assess the relative merits of educational reform efforts and determine their appropriateness to the classroom, school and broader societal contexts in which teaching and learning occur. They develop and articulate their own conceptual and philosophical perspective on teaching and learning based on professional experience and current theories and research in education. They understand the nature of educational change, the teacher's role in the change process, and are willing to take risks as advocates for the benefit of students, teachers and the profession.
• GOAL NINE. Our students are active members of learning and professional communities. They work with colleagues to enhance their own teaching, learning and professional development, and work collaboratively with students, peers, and community members to create and contribute to effective learning environments.