History of Attending to Diversity College of Education, College of Education, Health, and Human...
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Transcript of History of Attending to Diversity College of Education, College of Education, Health, and Human...
History of Attending to Diversity
College of Education, College of Education, Health, and
Human ServicesKent State University
Where We Began. . .
1987: A diversity initiative is begun in the University and a global initiative begun in the College of Education1989: College of Education faculty begins discussing ways in which our students are prepared to teach in diverse classrooms 1991: The first diversity course appears in the required curriculum
1994: Faculty begins planning redesign of teacher education program—certification to licensure
1998: New teacher education program begins; education for diversity is “mainstreamed” into the curriculum
2000: KSU representatives attend a conference at Emporia State in which their Multicultural Diversity Outcomes Assessment instruments are rolled out
2000: KSU becomes part of the Academic Quality Improvement Project (AQIP) and establishes a university-wide Diversity Committee under the Office of Diversity
2001: KSU develops a University Diversity Implementation Plan for 2001-2005
2001: The College of Education is invited to participate in the Emporia State Multicultural Diversity Assessment Dissemination Project
2001: College of Education representatives attend the first Conference on Multicultural Assessment of Diversity Outcomes
2002: A new Dean in the College of Education charges a planning team to create a college-wide diversity initiative
2003: The planning team proposes a College and Graduate School of Education Diversity Plan
2003: The College of Education proposal is approved by the College of Education College Advisory Council and the Dean
2003: The College of Education proposal is approved by the University Diversity Council.
2004: The Dean selects a 12-member permanent College Diversity Committee, representing all program areas on the main campus and on 7 regional campuses
2004: The Committee aligns its goals with the University “Strategic Diversity Indicators” and commissioned a substantive collection of baseline data.
2004: The Report is completed in the fall, and presented to the University Diversity Advisory Council in November.
2005: The Committee considers the details of the Report and suggests implementation steps in six areas:
Six Areas of Interest
Participation rates of students of color Persistence rates of all students Personal well-being in a culture that respects and affirms diversity Leadership commitment in the College Progressive Index of minority students who graduate Diversity competency level of faculty
2005-6: The new College of Education, Health, and Human Services is formed, necessitating a reconfiguration of the Diversity Committee to represent all departments and schools in the new College.
2006: The new Diversity Committee is in place, a web site is designed, and 23 sample lesson plans are adapted for diverse learners.
How, then, can we evaluate the past 19 years of activity on behalf of helping our students become more aware of and able and willing to act on issues of diversity?
In Terms of Partnerships and Programs
There is a Unit-wide commitment to accountability and a systematic linking of existing initiatives in the University.
Linking Existing Programs
UniversityCommitments
ToDiversity
College of EducationDiversity Initiative
Academic QualityImprovement Project
University Mission Statement
“Kent State University is committed to becoming a national model of institutional diversity at its best.”
University Office of Diversity
Is headed by a Vice Provost
Defines diversity as connoting “the encouragement, celebration and support of a diverse population on campus,” and
Pledges to provide “opportunities for open exchange of ideas and experiences among people different in race, gender, age, ethnicity, language, sexual orientation, disability, religion, and veteran status”
Objectives of the University Diversity Advisory Council
Exposing students to a variety of cultures and international perspectivesCreating a positive balance between the democratic values of civility and the freedoms of inquiry, speech, and beliefsInfusing academic and extracurricular programs with the values of respect for others and social responsibility
Objectives of the University Diversity Implementation Plan
Develop a shared and inclusive understanding of diversity
Create a welcoming campus climate
Recruit, retain, and promote greater numbers of women and minorities
Provide incentives to academic and support units to develop diversity initiatives
Systematically collect data for assessment and alignment/realignment purposes
In Terms of Accreditation and On-going Assessment
NCATE (National Council for the Accreditation of Teacher Education)
AQIP (Academic Quality Improvement Project)
NCATE: Standard 4
Curriculum
Experiences working with diverse faculty
Experiences working with diverse candidates
Experiences working with diverse students in P-K/12 schools
KSU Conceptual Framework
In-Depth Content Knowledge
Learner-Centered Pedagogy
Informed Reflective Practice
Ethical and Culturally-Responsive Practices
Professional collaboration
AQIP
An alternative accreditation process with an annual data-gathering and assessment cycle, using faculty directly in all academic improvement processes
There are nine criteria that are a part of the annual assessments:
Nine AQIP CriteriaHelping undergraduate and graduate students learnAccomplishing scholarly, professional, public service, and citizenship objectivesUnderstanding students’ needsValuing facultyLeading and communicatingStudent and administrative support servicesMeasuring effectivenessPlanning continuous improvementBuilding collaborative relationships
All of these criteria should apply to the Diversity Initiative in EHHS;
since they come largely from the old College of Education,
integrating the new Schools remains to be done.
One Approach to Difference
In a pluralistic society such as the United States, everyone is to some degree multicultural
There is more difference within groups that between them
College Commitments
Initiating transformation that reflects a global and inclusive curriculumIncreasing recruitment efforts to bring more diverse faculty to our ranksIncreasing recruitment and retention of underrepresented students into teachingEncouraging each faculty to include diversity as an aspect of their researchImplementing professional development programs for faculty and staff that focus on the full scope of diversity issues
So, Where Are We Now?
We have both university and college structures in place
We have linkages to both university and college mechanisms for data collection
We have a permanent Diversity Council with status somewhere between the College Advisory Council and the Undergraduate/Graduate Councils
What Do We Need?
Integration of all faculty, students, and program areas in EHHS
Continued discussion around issues of really expanding understanding of diversity beyond race and ethnicity
Selection of action plans for 2006-2007
A Final Note on Assessing Progress
Alice: Would you tell me, please, which way I ought to go from here?
The Cat: That depends a good deal on where you want to get to.
-- Lewis Carroll