Educational Studies: EDI

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

students in class

New Program!

What is educational studies: diversity, equity and inclusion?

The educational studies: equity, diversity and inclusion degree is for students committed to making a difference as teachers in elementary schools. In this four-year teaching program, you will explore what it means to be an educated, civically and globally engaged person working toward a fully inclusive, participatory democracy. You will learn how schools are organized and their links to broader social and cultural histories that are rooted in systemic inequities and asymmetrical distribution of educational resources and opportunities. Graduates of the program will be eligible for NH teacher certification in Elementary Education plus English to Speakers of Other Languages (ESOL).

Why study educational studies: diversity, equity and inclusion at UNH?

As a major research university, we place emphasis on hands-on learning and research with faculty, giving you valuable experience that will be relevant both inside and outside the classroom. Community engagement also is central to the mission of the Education Department, resulting in strong collaborative relationships and opportunities with schools and community agencies in the region and internationally. Several outreach programs work in surrounding communities to increase literacy, offer English for Speakers of Other Languages instruction and provide special needs services. With additional study, this program allows you to complete a Master of Arts in Teaching or Master of Education degree.

Potential careers
  • Elementary school teacher



Sto Austin
Administrative Assistant in History/Advisor in Education
UNH COLA History
UNH - Horton Social Sciences Building
Durham, NH 03824

Kathryn McCurdy
Morrill Hall Rm 203BA
Durham, NH 03824

Curriculum & Requirements

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. 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.

88-98 credits, as follows:

Foundations (24 credits)  
EDUC 402
Introduction to Educational Studies: Social Change and Education in Local and Global Contexts 4
EDUC 500
Exploring Teaching and Learning 4
EDUC 525
Teaching Race OR 4
EDUC 520
Education, Poverty, & Development 4
EDUC 605
Educational Perspectives in Critical Times 4
EDUC 656
Advocating for Diverse and Inclusive Family-School-Community Partnerships 4
EDUC 701
Human Development & Learning: Cultural Perspectives OR 4
PSYC 581
Child Development 4
Curriculum and Methods (36 credits)  
MATH 601
Exploring Math for Teachers 4
MATH 703
Teaching Mathematics in Grades K-5 4
Classroom Management: Creating Positive Learning Environments 4
Teaching Elementary School Science 4
Teaching Elementary Social Studies 4
EDUC 706
Teaching & Learning Literacy in the Elementary Classroom 4
EDUC 733
Teaching Writing in the Elementary Grades OR 4
EDUC 734
Critical Perspectives on Children's Literature 4
Inclusive Elementary Education: Literacies and Learning for Diverse Learners 4
EDUC 761
Designing Curriculum for Inclusive, Equitable Settings for Young Children (birth-8) 4
Field Experiences: Communities and Classrooms (2-6 credits)
(2-6 credits of one or more of the following 500/600 field experience courses)
EDUC 506
Mentoring Readers and Writers in the Elementary Grades 4
EDUC 507
Mentoring Adolescents 2
EDUC 556
Peer to Peer Mentoring for Students with Disabilities 2
Field Experience in Educational Studies 1-8
Choose ONE of the following two paths:
PATH A: Inclusive Education for Students with Disabilities (12 credits)
EDUC 650
Introduction to Disability in Inclusive Schools and Communities 4
EDUC 739
Equitable Assessment and Individualized Educational Planning: Building Access and Agency, part I (preK-6) 4
EDUC 740
Advanced Methods for Inclusive Curricular Design and Teaching: Building Access and Agency, part II (preK-6) 4
PATH B: Multilingual Learners (16 credits)1  
ENGL 405
Introduction to Linguistics OR 4
ENGL 791
English Grammar 4
EDUC 550
Language and Linguistic Diversity in Schools OR 4
ENGL 719
Sociolinguistics 4
ENGL 715
TESOL Theory and Methods OR 4
EDUC 712
Teaching Multilingual Learners 4
ENGL 716
ESOL Curriculum and Methods 4
Culminating Experiences (16 credits)  
EDUC 798
Internship and Seminar in Inclusive Teaching (2.5-3 days a week; fall of senior year) 4
EDUC 799
Internship and Seminar in Inclusive Teaching (5 days a week; spring of senior year)1 8
EDUC 784
Educators as Community-Engaged Researchers 4
88-98 credits total  

1Students may pursue a TESOL minor by completing 4 additional credits (see TESOL minor for course options).

Students are encouraged to complete a study away program or a robust cross-cultural experience such as Semester in the City or through the National Student Exchange.

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


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. 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. 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. work collaboratively with students, peers, and community members to create and contribute to effective learning environments.

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