In 2024, lawmakers passed legislation prohibiting the instruction of so-called divisive concepts, which outlawed diversity, equity, and inclusion (DEI) programs and the teaching of divisive concepts at Alabama’s universities. Still, experts agree, and evidence indicates that Alabama’s major universities have found ways to continue teaching banned concepts by exploiting a loophole in Alabama’s law, with an egregious example occurring at Auburn University.
Section four of SB129 stated explicitly that nothing in this act: “Prohibits a public institution of higher education from providing any instruction or taking any action in furtherance of satisfying any accreditation standard or requirement.”
A concerned and frustrated student shared course materials from January 2025, months after the new law took effect, with 1819 News. The materials confirm that DEI remains alive in Auburn University's School of Architecture through this loophole, one that the student would like lawmakers to close.
About 80 students in the College of Architecture, Design and Construction (CADC) architecture program’s Spring Studio class received syllabi on their first day that highlighted DEI, climate change, and racial justice and social equity. Concepts that were emphasized in coursework, mandatory field trips, and lectures. The instructors pointed to the program’s accreditation through the National Architectural Accrediting Board as the basis for the otherwise likely illegal instruction.
In their introduction to the course, the students were “informed about the NAAB 2020 guidelines regarding diversity, equity, and inclusion.” Then they were told their project throughout the semester would be focused on those values and that it was “100% legal” based on the state’s carveout for its accreditation.
When asked about the legality of the coursework under the new law, students were told that lawyers had been consulted to verify that they could teach the controversial concepts. The student who spoke to 1819 News said, “If you're having to talk with your lawyer about teaching something, maybe you shouldn't be teaching it.”
The student expanded, saying that he believes Auburn’s teachers are using the NAAB as a scapegoat for their own liberal agenda, “they are using their loophole to go above and beyond the requirement by NAAB guidelines,” noting that they know what they’re teaching would likely be against the state’s law if not for the carveout.
The syllabus stated, “This course delves into the intersection of sustainable architecture in the context of Alabama, emphasizing the crucial themes of social justice, environmental equity, and economic resilience.”
“Through an in-depth exploration of local case studies, regional considerations, theories, and practical applications, students will develop a comprehensive understanding of how architectural design can promote social equality, environmental stewardship, and economic balance using Alabama as their case study.”
According to the student, “The project was truly as DEI-infested as it appeared. A mandatory trip was taken to Montgomery’s Legacy Museum, where the word ‘white’ is purposely lowercased throughout the entire museum. Collages detailing inclusion and diversity in Alabama soon appeared all over the studio walls.”
The syllabus was clear about the program’s objectives: “Drawing on interdisciplinary perspectives and considering the historical and contemporary challenges faced by the state, the course equips students with the necessary tools to create architectural solutions that foster sustainable development, advocate for marginalized communities, and contribute to a more equitable and harmonious built environment in Alabama.”
The latest NAAB guidelines, written in 2020, are broad. Under Program Criteria (PC.8- Social Equity and Inclusion), it mandates that all accredited architecture schools teach students about diverse and social contexts and build inclusive, equitable environments.
In Section 5.5-Social Equity, Diversity, and Inclusion, NAAB mandates the school to allocate resources and implement plans to maintain or increase diversity within the student population and faculty every cycle.
The student who shared the information was clear about his goal: To challenge lawmakers to do more.
“My point is, my end goal would be to get that stupid accreditation carveout out of the bill. Yeah. There's no reason why it should be in there.”
"The curriculum taught...is evidence that DEI continues to be practiced in the program, aggressively so," according to the student.
"Due to the subjectivity of the field and progressiveness of the faculty, any students who dare disagree with the faculty are at risk of having their grades affected," the student told 1819 News in a written statement, describing it as "a travesty for Auburn University."
1819 News has spoken to several lawmakers who have indicated that work is underway behind the scenes to revisit and reconsider aspects of the bill, aiming to strengthen it and increase compliance.
"I have legislation prepared that I will be filing that eliminates the accreditation loophole and states that universities are not required to comply with accreditation requirements that violate state laws," State Rep. Susan DuBose (R-Hoover) told 1819 News after reviewing the evidence presented in this story.
*Editors Note: This story was updated to include a reponse from DuBose.
To connect with the author of this story or to comment, email [email protected]
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