In its perpetual engagement with equity, diversity, and inclusion the School of Education is constantly honing the structures and goals that affirm our commitment to transformational and critical engagement with ideas around justice oriented educational praxis. Toward this end, we gather through the following committees and initiatives.


The purpose of the SOE EDI Strategic Planning Committee is to support and accelerate the advancement of equity, diversity, and inclusion (EDI) in the SOE, in accordance with the SOE mission, the SOE EDI Vision Statement, and existing EDI-advancement structures in the SOE (e.g., CDLC, Faculty Access and Equity Committee, any other committees or initiatives attending to equity across faculty and staff domains). The committee’s membership is representative of both faculty and staff in the School of Education.


The Faculty Access and Equity Committee (FAEC) shall strengthen the mission of the School of Education by focusing attention on issues of access, equity, and diversity. The FAEC shall design and implement formalized activities that explicitly address access and equity issues in our teaching, research, and service. The overall goal of the committee is to enhance the School’s ability to be a welcoming, supportive, and pluralistic environment in which all students, staff and faculty members thrive.


The purpose of the Staff Access and Equity Committee (SAEC) is to strengthen the mission in the School of Education by focusing attention to issues of access, equity, and diversity. Toward this end, the committee works to enhance the School’s ability to be a welcoming, supportive, and pluralistic environment in which all members thrive. The SAEC designs and implements formalized activities that facilitate dialogue and raise awareness about access and equity issues in leadership, professionalism, service, and community engagement. The SAEC also works with other groups across campus to support a university-wide inclusive campus.


CDLC is dedicated to enhancing educational opportunities and sociocultural well-being for children, youth, and families from diverse language communities. Through partnerships with diverse language community stakeholders (schools, community organizations, etc.) and outreach work, we strive to support those individuals, groups, and organizations working to fill the needs of children, youth, and families who speak multiple languages at school, work, and home. Our goal is to conduct, support, document, disseminate, and interpret community-engaged research at multiple levels, from our local community here in the Triad to the largest diverse language community of all, the world. Our projects include community-engaged research and courses, professional development for ESL instruction, and a series of speakers to promote discussion about diverse language communities.


The International Committee focuses on SOE activities related to internationalization. In collaboration with other committees and offices the committee supports SOE faculty, staff, and students by sharing resources for internationalization; fostering a welcoming and supportive environment for SOE international students, visitors, and scholars; and promoting SOE international collaborative opportunities. It also serves in an advisory role by providing information to faculty about university, state, and national initiatives regarding international issues and will consider any policy issues that have arisen in the context of the Committee’s work or that either the Dean, Faculty Council or Faculty Assembly have asked the Committee to explore. The Committee reviews such policy matters then forwards recommendations to the appropriate source for action.