Diane Codding
PhD, Sociocultural and Community-Based Approaches in Education, University of Delaware
MTS, Theological Studies, Emory University
MA, Secondary Teaching, Wilmington University
BA, English and Religion, McMurry University
About
Dr. Diane Codding is an assistant professor in the School of Education’s Department of Educational Theory and Practice. She joined the UAlbany faculty in 2025, bringing a rich background in K–12 teaching, teacher education, and professional development. Her work centers on transforming education through antiracist praxis, equity-focused pedagogy, and community-engaged scholarship. Her commitment to equity was shaped by years of teaching in diverse K–12 classrooms, where she witnessed firsthand the transformative power of culturally responsive pedagogy.
Across all areas of her work, Dr. Codding prioritizes participatory and design-based methodologies, interdisciplinary collaboration, and community-engaged scholarship. Her research has been supported by the National Science Foundation, the University of Delaware Anti-Racism Initiative, and other partners committed to equity and justice in education. Her research has informed national professional development models and contributed to systemic reform efforts in STEM education.
Dr. Codding welcomes opportunities to collaborate with educators, researchers, and community organizations working to dismantle systemic inequities in education.
Research Interests
Dr. Codding’s scholarship centers on advancing equitable and inclusive teaching practices through critical, culturally responsive, and antiracist pedagogies. Her work is especially focused on preparing inclusive STEM educators and is guided by three interconnected lines of inquiry:
Designing and Facilitating Equity-Focused Professional Learning
This work investigates how professional development and teacher education programs can be structured to support educators in implementing culturally responsive and inclusive practices.
Positioning Educators to Engage in and Implement Equity Work
This work explores how educators build equity-related capacities and sustain engagement in critical conversations about race, identity, and power.
Developing Learning Communities to Advance Systemic Change
This work examines how learning communities—both in-person and virtual—can support equity development and catalyze systemic transformation.