Diversity
4a.
Design, Implementation, and Evaluation of Curriculum and
Experiences
Proficiencies related to diversity.
Diversity plays an important role at Southeastern Louisiana
University. Using G. Pritchy Smith’s Common Sense about
Uncommon Knowledge: The Knowledge Bases for Diversity,
the diversity committee comprised of faculty members from the
COEHD and partner colleges set forth four main proficiencies.
(Exhibit
4a.1) aligns those
skills to INTASC, NPBTS, and ELCC standards, as well as to the
standards of the newly established doctoral program.
Course Projects. All instructors
acknowledge the importance of diversity as evidenced by their
inclusion of activities and assignments that promote an awareness
of diversity and give rise to the knowledge, skills, and
dispositions to adapt instruction with diverse populations in
mind.
Exhibit 4a.2 provides a list of specific assignments of
education classes, as well as the requirements for a minor in
African-American Ethnic studies in AHSS. Secondary social studies
majors can elect to take these courses, designed to promote better
understanding of African-American issues in candidates and for the
students they will eventually teach. A diversity course is
mandatory for all education majors; initial candidates must take
EDUC 211, and T&L advanced candidates must complete
EDUC 660 with a required Cultural Plunge Activity (Exhibit
4a.). Specific to the EDL advanced programs, diversity is
integrated in a number of courses. For example, master’s level
candidates address diversity, culture, and climate in all seminars
(Exhibit
1e.7). An environmental scan is completed in EDL 811 by
doctoral candidates (Exhibit
1e.10). Candidates in the special education initial program (SPED
363) develop a Start-Up Plan where they must identify how the
classroom can be organized to meet the diverse needs of students
with respect to ethnicity, race, language, SES, gender, and
exceptionalities (Exhibit
4a.2). Candidates in the special education advanced program (SPED
663) instruct students in classrooms that are different from
their own teaching assignments (e.g., rural/urban, high SES/low
SES, primarily African-American/primarily Caucasian) (Exhibit
4a.2).
The Task
Force worked with the Center for Educational Services and Research
(CEDSAR), which allowed for the International Graduate Fellow (IGF)
to provide information on the components of diversity from a
global perspective to initial teacher education candidates
enrolled in the required multicultural course. Each semester, IGF
developed and offered a presentation of cultural aspects of
different countries to each EDUC 211 section. The presentations
developed over the course of several semesters were saved to DVDs
and are available for future use and interactions among candidates
and faculty. The series of “Conversations on Diversity,” Black
History Month speakers, Women’s History Month speakers, and
various other guest speakers provide topics of interest to make
candidates aware of diversity issues
(Exhibit 4c.1). Since the guidelines for portfolios and many
education classes require professional development activities,
candidates selectively attend these functions to complete that
part of the requirement.
Assessments and data. Several assessment instruments in
initial programs measure proficiencies related to
diversity, including the lesson planning rubric, the LCET, the
Professional Attribute Scale, the Classroom Management Plan
Rubric, and the Assessment Plan Rubric (Exhibit
4a.3). Of special
interest are the instruments specifically created to measure
proficiencies at the initial and advanced levels. In reviewing
data from these instruments (Exhibit
4a.4),
we can clearly see that candidates increase in their
ability to design instruction and select approaches for the
diverse population, assess services and resources for them, and
create equitable learning communities.
4b.
Experiences Working with Diverse Faculty
Diversity of faculty. Data in Table 7, entitled “Faculty
Demographics,” indicate that 14% of the professional education
faculty in initial teacher preparation programs and 8% of faculty
for the advanced programs are Black, non-Hispanic. These
percentages doubled from the 2002 NCATE visit. Initial program
faculty representation is 10% higher than the Black, non-Hispanic
representation in the entire institution, and advanced program
faculty representation of diversity is double that of the
institution. Black, non-Hispanic school-based faculty represents
9% of the total reported race/ethnicity. With U.S. Census Bureau
estimated average percentage of African American population in
Tangipahoa, Livingston, and St. Tammany Parishes, greatest service
areas, being 13%, professional education faculty numbers are
comparable, and clinical faculty approaches that percentage with
8.8%. Female faculty for initial and advanced programs are 82%
and 80%, respectively. School-based faculty is composed of 92%
female teachers. The institution employs 55% female faculty
(Exhibit 4b.1).
Opportunities for interaction. The Unit makes a concerted
effort to afford candidates many opportunities to interact with
diverse speakers on diverse topics. Since 2005, the COEHD has
continued to implement the Dean’s lecture series, “Conversations
on Diversity,” featuring both internal faculty and guest speakers
to address topics of cultural diversity. The series instills
efficacy and achievement while also promoting multicultural
awareness and understanding. Since these lectures are offered
during the day and in the evening, both initial and advanced
candidates can attend. As well, professors of individual classes
have invited ethnically diverse guest speakers to their classes to
broach such topics as ELLs and the investigation of cultures of
other countries.
Exhibit 4b.2 provides evidence of opportunities for candidates
to relate to speakers from diverse groups and to further their
understanding of these minority groups.
Candidates also work with diverse clinical faculty. Form A
completed by cooperating teachers of FXs allows the Director of
Field Experiences to assign a candidate to schools of differing
levels of faculty diversity
(Exhibit 4d.1). Candidates have opportunities to study
abroad with Southeastern faculty who are familiar with a
particular country and with local professors of that country.
These classes in music, foreign languages, history, and literature
foster that sought-after global perspective (Exhibit
4b.2). The IGF position provides candidates
opportunities to interact with an international educator.
The
promotion of diversity is extremely important in the overall
mission of Southeastern. Through the variety of faculty
recruitment efforts and exposure of candidates to diverse thought,
cultures, and ways of looking at the world, Southeastern continues
its commitment to promote and foster diversity as a cornerstone of
the University.
Knowledge and experiences of faculty. Project Impact allows
faculty members to expand their knowledge of the English language
learner (ELL). This training extends to teacher candidates and FX
sites, as reported in the Project Impact Administrative Summary in
Exhibit 4b.3. Also included in the exhibit are faculty
articles and grants pertaining to diversity issues, which indicate
expertise and interest of faculty (Exhibit
4b.3). While guest
lecturers often provide opportunities for candidates to interact
with underrepresented professionals, Southeastern faculty
contribute very capably to the success of the lectures series
(Exhibit
4b.2). Instruction reflects
knowledge and experiences of faculty as detailed in Standard 5.
Recruitment and retention of faculty. The Faculty Handbook
makes clear that the University “shall not engage in unlawful
discrimination in employment against any person because of race,
color, religion, sex, sexual orientation, national origin, age,
disability, or veteran status.” Southeastern also takes
affirmative action to employ underrepresented groups.
The
commitment to a diverse faculty includes good faith efforts to
recruit and retain diverse faculty in COEHD, as well as in the
partner colleges. Each college works diligently using a variety
of strategies. Efforts to increase minority representation
allowed for two recent African-American additions to COEHD
faculty. COEHD employs minority doctoral candidates from other
universities as instructors in an effort to retain them after
degree completion. It advertises vacant positions in various
media in an effort to attract candidates from diverse
backgrounds. In addition to advertising in state, local, and
community newspapers, the College advertises in national journals
such as the Chronicle of Higher Education. Specific to the
recruitment of qualified minority candidates, the College
advertises open jobs quarterly in Black Issues in Higher
Education and Hispanic Outlook. The College also
attempt to attract faculty through various listserves and uses
specific language in recruitment materials and job descriptions
intended to entice underrepresented professionals. In addition,
departments channel vacancy notices to historically Black
universities. The faculty is proactive in recruiting by
communicating via e-mail and informal conversation with faculty
from doctoral universities who may be aware of recent minority
graduates searching for an available faculty position.
Partner
colleges also make cultural diversity a goal in the hiring of
faculty. Within the NHS, the Department of Kinesiology and Health
Studies advertises all positions in the
Chronicle of Higher Education and on higheredjobs.com. The
call specifically indicates that Southeastern is an AA/ADA/EEO
employer. AHSS utilizes several vehicles for attracting
minority faculty. University personnel visit selected doctoral
institutions that historically have drawn their enrollment
predominately from minority groups with the goal of encouraging
graduate students to consider applying to Southeastern upon
completion of their graduate programs. Departments groom
successful undergraduate and master’s level minority candidates at
Southeastern to apply for positions here after completing a
doctoral program. Such candidates work as instructors. The
departments are ever mindful of affirmative action guidelines when
searching to fill vacancies. S&T visits Jackson State
(Mississippi), a traditionally Black University, to recruit
candidates for the master’s program.
In
regards to retention, the New Faculty Forum provides support to
minority faculty. Regularly scheduled activities involving
minority faculty in non-academic settings promote inclusion in the
University community. Exit interviews are conducted with minority
faculty who choose to leave as part of the Human Resources exit
process. An ad hoc committee made up of faculty committed to
faculty diversity functions by developing the “Conversations on
Diversity” series each semester which promotes discussion among
diverse faculty members. Other programs that the Diversity
Committee has outlined as future goals include making efforts to
endow a chair for a minority faculty member and participating in a
faculty exchange program with historically Black and Hispanic
universities.
4c.
Experiences Working with Diverse Candidates
Diversity of candidates. Table 8, Candidate Demographics,
reveals that most candidates at Southeastern are White,
non-Hispanic (83%), 12% Black, non-Hispanic, 2 % Hispanic, and
less than 1% each of American Indian/Alaskan Native and
Asian/Pacific Islander. These percentages coincide closely to the
demographics of the geographical area served by the University.
This is not the case for gender. Females dominate teaching,
especially in the elementary school setting. The same is true in
the teacher education program with 15% of the candidates being
male.
Opportunities for interaction. Southeastern offers several
opportunities for interaction with diverse candidates in an
academic and socially diverse environment. At the University
level, Multicultural and International Student Affairs helps to
create a campus environment that welcomes diversity. This program
is in collaboration with academic departments, student-led
organizations, and a wide range of programs and services located
on campus. Sponsors and candidates design activities to assist
all candidates in academic achievement as well as promoting
personal, group, and self-direction with an emphasis on
celebrating new cultures and developing a diverse way of
thinking. Some of the activities incorporated with this program
include Project Pull Mentor Program, Let’s Get Acquainted,
Minority Seminar, and leadership conferences.
Candidates may also participate in student organizations and Greek
life programs. These programs are an integral part of campus life
and constitute one of the best opportunities for candidates to
integrate knowledge from the classroom with everyday experiences
of living and working in a society with people of varied
interests, ideas, and values. These organizations include Black
Student Union, International Student Association, and Italian
Club, as well as others. The Student Government Association (SGA)
is available to all students in order to promote fairness,
diversity and the University mission for excellence.
In NHS,
PETE (Physical Education Teacher Education Club) had 27 members
for the 2006-07 year. Members included 13 males (5 African
American 8 White) and 14 females (1 African American, 13 white)
who met twice monthly and participated in activities such as Hoops
for Heart to raise money for the American Heart Association, an
on-campus Youth Fitness Day, and the Iron Lion Challenge.
Approximately 12 PETE members attended the Louisiana Association
of Health, Physical Education, Recreation and Dance Conference
this year. Candidates attended sessions that promoted diversity.
In T&L,
candidates can join service organizations as well as honor
societies. Kappa Delta Pi and Students Education Association
(SEAS) are open to candidates in education and the Student Council
for Exceptional Children (SCEC) is open to all academic majors.
Each of these organizations allows candidates to interact with
other individuals from diverse backgrounds with a common interest
to serve students in education (Exhibit
4c.1).
Lecture
series for Black History Month and Women’s History Month bring
together speakers who expertly deal with issues in Black history
and politics and in women’s issues. Presentations share valuable
insights, and many of the speakers belong to minority groups.
These lectures provide occasions for candidates of all races,
ethnicities, and genders to come together for a single purpose (Exhibit
4c.1).
Recruitment and retention of candidates. The Unit strives to
recruit and retain minority candidates. Departments work with
programs across campus to attract and retain candidates from
diverse backgrounds. Informally, faculty members identify
qualified minority candidates within the initial programs and
inform them of the availability of advanced programs with the
College. The Minority Affairs Advisory Committee’s first goal is
to recruit minority candidates. The committee also develops
programs that will address problems that any candidate may
encounter, plus those that are unique to minorities, in an effort
to assist them in completing a successful course of study.
A major
effort in retaining all candidates is the Professional Development
Program. Instructors recommend candidates for remedial help in
many areas. Also, the program provides workshops on a variety of
subjects that help candidates attain the required professional
development hours. Many of these workshops deal with PRAXIS
preparation (Exhibit 4c.1).
Programs such as these offer support and aid in the retention of
minority candidates.
4d.
Experiences Working with Diverse Students in PK-12 Schools
Diversity of PK-12 students. Table 9, Demographics on
Clinical Sites for Initial and Advanced Programs, indicates that
racial composition differs in each parish with the highest
percentage of minority students being 95.4% and the lowest
concentration being 6.9%. Because of the vast differences in
distribution, we ensure candidates have experiences in different
environments (Exhibit 4b.1).
Field
experiences. Southeastern is committed to the belief that to
be prepared to meet the many challenges in today’s ever-changing
world; candidates must experience working with as many diverse
groups as possible. Prior to being approved to work with
candidates during FX’s, clinical faculty must complete and submit
Form A (Exhibit 4d.1). The
data on Form A allows the COEHD to select a diverse group of
clinical faculty to work with candidates. Additionally,
cooperating teachers must complete Form B (Exhibit
4d.1). Forms B and C (Exhibit
4d.1) list demographics of the class. Using this data,
Southeastern instructors can ensure that candidates have
experience working with students from diverse racial and
linguistic backgrounds, among others.
Knowledge, skills, and dispositions. To ensure that
candidates have the basis to develop and practice knowledge,
skills, and dispositions related to diversity during their FX’s
and clinical practices, candidates must include these elements in
lesson plans during their two methods courses. Instructors teach
candidates to plan their lessons according to LCET, which includes
several areas of diversity. Candidates must submit lesson plans
to instructors during FX’s. Instructors evaluating the progress
of a candidate must reflect on the plans submitted by candidates,
stating how the plan includes diversity elements and how the
candidate can improve. Comparing the assessment of lesson plans
submitted in the first methods course to the assessment of lesson
plans submitted in the second methods course, one can see
significant improvement in all 10 areas (Exhibit
4a.3).
Following the second methods course, the director places
candidates in student teaching positions. Daily lesson plans are
reviewed and assessed by supervising teachers, supervising school
administrators, and university supervisors. Skills are assessed
and data reveal candidate competency in addressing diversity
proficiencies (Exhibit
1c.1).
Feedback from peers and supervisors. To ensure that
candidates are reflecting on and incorporating recommendations to
improve their skills in working with students from diverse groups,
COEHD does the following:
-
Methods courses require
peer evaluations and peer debriefing sessions for lessons
candidates teach in diverse field settings.
-
Form C: Class
instructors review Form C submitted by candidates during FX’s,
make suggestions if needed, and follow-up to determine if
candidates implemented any suggestions during subsequent visits.
-
Lesson Plans: Methods
instructors, university supervisors, and supervising teachers
review lesson plans and give suggestions for improvement. They
look for implementation of these suggestions in subsequent
lessons.
-
Seminars: University
supervisors hold two seminars with candidates during their
clinical experiences. Diversity dominates part of the
discussion as supervisor and candidates share ideas for working
with a diverse population.
-
Supervising Teacher
Journal: In a journal, supervising teachers note candidates’
strengths, weaknesses, and ways to improve. These sometimes
include issues concerning working with diverse students.
Candidates reflect on the entries and may suggest other ways to
improve.
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