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The College of Education at the University of North Georgia strives to support the university’s commitment to diversity in the areas of inclusion, innovation, and excellence. Our faculty and staff recognize the significance of preparing our students for success in a diverse and global society. This is particularly significant for our future educators; these teachers will be influencing, guiding, and serving as role models for generations of children in our schools at home and abroad. To that end, we seek to provide an inclusive environment that recognizes and appreciates the cultural backgrounds of our students. We seek to develop and maintain community partnerships that provide our students opportunities to work with groups and individuals of varying ethnic origins, heritage languages, socioeconomic statuses, sexual orientations, and exceptionalities. Finally, we seek to provide our students a sound foundation in cultural competencies from which to build successful careers in the field of education. Our students will not only graduate with exceptional academic knowledge and pedagogical skills, but also the compassion and empathy required to make a positive impact both in and outside of the classroom.
 
In order to support the mission and vision, the College of Education has developed strategic goals which include:

• Recruiting a more diverse faculty, staff, and student body.
• Retaining a more diverse faculty, staff, and student body.
• Creating an inclusive environment that values diverse views, abilities, and backgrounds amongst faculty, staff, and students.

In the College of Education at the University of North Georgia, our definition of diversity stems from our alignment with the Interstate Teacher Assessment and Support Consortium (InTASC) in Teacher Education and our alignment with the Commission on the Accreditation of Athletic Training Education (CaATE) in Kinesiology.

We view diversity as:

1. "Individual differences (e.g., personality, interests, learning modalities, and life experiences) and
2. group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)” (InTASC Model Core Teaching Standards, p. 21).

In light of this definition, “we seek to ensure our students develop cultural competence necessary to work respectfully and effectively with diverse populations and in a diverse work environment” (CaATE 5th Edition Competencies).