Connect With Us

Facebook Twitter LinkedIn RSS

 The College of Education strives to meet ECU's Diversity Goal

East Carolina University is committed to enriching the lives of students, faculty and staff by providing a diverse academic community where the exchange of ideas, knowledge and perspectives is an active part of living and learning. The university seeks to create an environment that fosters the recruitment and retention of a more diverse student body, faculty, staff and administration. The University defines diversity in a broad context to include the representation, integration, and interaction of different races, ethnicities, cultures, national origins, abilities, religions, orientations, intellectual positions, and perspectives. The University desires a pluralistic academic community where teaching, living, and learning, occurs in an atmosphere of mutual respect in pursuit of excellence. The University considers diversity, the opportunities afforded by a diverse learning environment, and the authentic interaction among people from various backgrounds and persuasions to be essential elements in achieving excellence in education.
East Carolina University is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on race, color, national origin, religion, gender, sexual orientation, age, or disability.

East Carolina University supports the protections available to members of its community under all applicable federal laws, including Titles VI and VII of the Civil Rights Act of 1964; Title IX of the Education Amendments of 1972; Section 799A and 845 of the Public Health Service Act; the Equal Pay Act; the Age Discrimination Act of 1975; the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1974; the Vietnam Era Veteran's Readjustment Assistance Act of 1974; the Americans with Disabilities Act of 1992; and Executive Order 11246 as amended by Executive Order 11375.

In compliance with Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act of 1992, accommodations of the disabled extend to student programs, employment practices, elimination of physical barriers, and special assistance to disabled students and employees within the university.[1]

Disability Support Services see

The Office for Equity and Diversity provides leadership to the university's efforts to foster a welcoming and inclusive environment. The Office promotes equity in educational opportunity, programming, and employment and promotes an environment of diversity, respect, and inclusion for all members of the university community.

Profiles in Diversity Nomination Information

The College of Education Diversity Committee would like to announce its new Profiles in Diversity series. When choosing recipients for this honor, the Diversity Committee will consider a broad spectrum of nominees in order to recognize, highlight, and honor COE faculty and staff whose contributions:

  • lead to new understandings of inequality
  • enrich the lives of historically underserved populations
  • advocate for and catalyze changes in oppressive social systems and structures, or
  • push us towards the realization of equity within schools and communities.

Special attention will be given to faculty and staff whose identities and work may have been historically marginalized in society and mainstream educational research and practice. 

People interested in putting forth a nomination should submit the information requested below to any current member of the COE Diversity Committee. Self nominations are welcome. To nominate someone, submit in writing:

  • The name of the nominee
  • The nominee's position in the COE
  • A brief statement of no more than 250 words explaining how the nominee's work and life exemplify a commitment to diversity, equity, and social justice. 

Once selected, recipients will respond to a questionnaire asking them more about their work and experiences so that their profile can be posted on the COE Diversity webpage and in the display case outside the Dean's office in Speight. Recipients will also be invited to participate in a panel discussion with other recipients at the end of the year.   

We look forward to your nominations!
COE Diversity Committee

Fall 2015 Honoree

Dr. Syntia D. Santos Figueroa

Dr. Syntia D. Santos Figueroa

How do your beliefs about diversity, social justice, and equity manifest themselves in your research, teaching, advocacy and/or service?  

There are three beliefs that have guided not only my work, but also my life. 1) The more exposure we have, the better informed we are. I believe this to be true in many areas of life such as language, culture, and worldly knowledge. 2) Relationships are fundamental in life. The types of relationships we nurture will have an important effect on who are. 3) We are all interconnected. These beliefs have informed my research, teaching, and service as I value and seek for opportunities to establish relationships, collaborate with and learn from others, and create spaces for students to engage in experiential learning and exposure activities.

Share with us an example of that kind of work that you are proud of or committed to.

Creating opportunities for students to develop cultural competence is a personal and professional commitment. Back in 2011 I was able to organize a study abroad program, taking 11 master students to my home country Honduras. It was an amazing opportunity to support the process of exposure and relationship building. Recognizing that there are several variables influencing the opportunity to create study abroad programs, and that not all students have the resources to participate in such programs, I am committed to exploring and creating opportunities for exposure and cultural competence development.

Learn More about Dr. Santos Figueroa

Diversity News


Are principals prepared to lead meaningful dialogue about diversity?

Towards More Equitable Practice Tips from the COE Diversity Committee December 2016 Are principals prepared to lead meaningful dialogue about diversity? Principals need to be culturally aware and responsive to better serve increasingly diverse students, staff and communities. For this reason, principal preparation programs (PPPs) need to connect theory about cultural proficiency to practice, especially now that students are expressing many emotions that are reflective of the dialogue portrayed by the media and by the persons closest to them. It is the principal’s responsibility to Continue reading →


East Carolina University’s College of Education welcomed visitors from Hiroshima University Sept. 18-21.

The international educational exchange and partnership has existed for 20 years, allowing faculty and students from ECU, Pitt County Schools and Hiroshima University to share and learn from each other. Each summer two Pitt County teachers and an ECU faculty member are invited to go to Hiroshima, present at a conference and meet graduate students who will come to ECU in the fall. While in Greenville, the Hiroshima University graduate students visited classes at Elmhurst and Wahl-Coats elementary schools and C.M. Eppes Middle School. They Continue reading →