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Dr. Diane Codding is an Assistant Professor in Educational Theory and Practice at the University at Albany, State University of New York. Her research addresses issues of diversity, equity, inclusion, and justice in teacher education.
Dr. Diane Codding is an Assistant Professor in Educational Theory and Practice at the University at Albany, State University of New York. Her research addresses issues of diversity, equity, inclusion, and justice in teacher education.
Dr. Codding completed her Ph.D. in Education at the University of Delaware with specializations in sociocultural and community-based approaches and qualitative research methods. She also completed her postdoctoral work at Northwestern University where she was a lead researcher on two NSF-funded projects seeking to diversify and improve STEM education at a national scale. Currently, Dr. Codding is an Assistant Professor in Educational Theory and Practice at the University at Albany, State University of New York. Her research agenda focuses on advancing equitable and inclusive teaching practices through the integration of critical, culturally responsive, and antiracist pedagogies.
Dr. Codding completed her Ph.D. in Education at the University of Delaware with specializations in sociocultural and community-based approaches and qualitative research methods. She also completed her postdoctoral work at Northwestern University where she was a lead researcher on two NSF-funded projects seeking to diversify and improve STEM education at a national scale. Currently, Dr. Codding is an Assistant Professor in Educational Theory and Practice at the University at Albany, State University of New York. Her research agenda focuses on advancing equitable and inclusive teaching practices through the integration of critical, culturally responsive, and antiracist pedagogies.
As an educator, Dr. Codding aims to create a learning community—whether virtual or in person—where students can engage in critical reflection and take collaborative action to redress inequity and promote social justice through their scholarship and practice. She designs her courses to engage students in critical debates, spark creativity, and promote contextualized problem-solving with applications far beyond the classroom. Her student-centered approach to teaching is guided by humanizing pedagogy and informed by her experiences as a K-12 teacher, university instructor, and professional developer.
As an educator, Dr. Codding aims to create a learning community—whether virtual or in person—where students can engage in critical reflection and take collaborative action to redress inequity and promote social justice through their scholarship and practice. She designs her courses to engage students in critical debates, spark creativity, and promote contextualized problem-solving with applications far beyond the classroom. Her student-centered approach to teaching is guided by humanizing pedagogy and informed by her experiences as a K-12 teacher, university instructor, and professional developer.
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