INSTITUTIONAL REPORT: CONTINUOUS IMPROVEMENT OPTION
Standard 4 Diversity
The unit designs,implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates and students in P-12 schools.
4.1 How does the unit prepare candidates to work effectively with all students,including individuals of different ethnicity, race, socioeconomic status,gender, exceptionalities, language, religion, sexual orientation, and/or geographical area?
Campbellsville University (CU) is committed to working with all students which is evident in its diversity statement:
The diversity mission of Campbellsville University is to foster awareness and understanding of diverse perspectives across all aspects of the institution vital to education, while affirming the dignity, value, and uniqueness of each individual regardless of personal differences. In this 21st Century, the commitment to diversity strengthens students and the broader community towards diverse citizenship, a pluralistic society, and global economy. Campbellsville University embraces diversity as integral to a caring, Christ-centered community of learners.
This is further evidenced by a campus-wide CU Diversity Committee and Sub-Committee. The Diversity Committee establishes policy and procedures for integration of student and staff diversity throughout the university. The Diversity Sub-Committee makes recommendations based on observed areas of need to the whole committee concerning diversity on campus. CU provides information regarding diversity programming, scholarships for minority students and other related topics through a website devoted to diversity issues. Recently, as a result of a unit committee examining the diversity website, a direct link to disability services was created to increase visibility and access for current and potential students. Through the efforts of CU staff and faculty, the number of international students and the regions of the world they represent have grown each year. In addition, emphasis on the enrollment and retention of students including all minority groups has increased each year (Demographic charts). These statistics are monitored though the Center for International Education that also maintains a website devoted to international issues.
As evidenced by the Diversity of Professional Education Faculty matrix, CU has 143 full-time faculty of which twelve represent non-white ethnicities. In compliance with federal law, including provisions of Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973, the following statements regarding the recruitment and hiring of faculty and staff can be found in the Administrative Policies and Procedures Manual:
Campbellsville University does not illegally discriminate on the basis of race, gender, color, national or ethnic origin, age, disability, or military service in its administration of education policies programs, or activities; admission policies; or employment. Under Federal and Kentucky law, the University may make certain policy and employment decisions based in part on its religious beliefs in order to fulfill its purpose as a Christian institution. In addition, Campbellsville University is in full compliance with the American’s with Disabilities Act (ADA) ensuring that qualified persons with disabilities are provided meaningful employment opportunities. Pre-employment inquiries are made only regarding an applicant’s ability to perform the duties of the position, and reasonable accommodation is available to all disabled employees, where their disability affects the performance of their job functions.
The philosophical base of the conceptual framework is to empower all learners. This process requires that candidates accept and understand multiple perspectives as they focus on the content and process of learning while developing self-efficacy. The graphic model of the conceptual framework shows five pieces of a puzzle within two outlying frames. To highlight the interconnectivity of diversity to all of the Kentucky Teacher Standards (KTS), diversity is represented by the inner frame.
The unit has identified diversity proficiencies from the KTS that are integrated throughout the initial and advanced programs. Based on the unit’s commitment to develop confidence and competence in candidates for positively impacting the learning of a diverse student population, the unit designs, implements, and evaluates curriculum in course syllabi to ensure that these proficiencies are an integral part of instruction and assessment.
The unit has a Diversity/Minority Recruitment Plan that was developed in 1997 and revised in 2001, 2006, and 2012. These plans include the efforts to secure diverse faculty members when faculty positions become available. As a result of these plans, two minority faculty were hired in 2010 to teach in both the undergraduate and graduate programs. The School of Education currently has two full-time minority faculty members on staff. The 2012 plan continues the focus on recruiting diverse faculty including an additional emphasis on gender equity. The 2012 Diversity/Minority Recruitment Plan also includes initial and advanced student recruitment through on-going communications and involvement with the Kentucky Department of Education offices dedicated to minority recruitment and promotion of teacher education in area schools through partnership with Future Educators of America clubs in sponsoring regional conferences on the CU campus. Other examples of activities include faculty participation in the Council on Race Relations, Greater Campbellsville United initiatives (e.g. Dialogue on Race), and distribution of information about minority scholarships. Campus-wide (CU Diversity Data), the number of students of White/non-Hispanic ethnicity has increased along with other ethnically diverse groups (Black, Hispanic, Asian). Likewise, the number has increased in the unit demonstrating an increase in racially ethnic groups in initial and advanced programs from 4.53 percent in 2005 to 11.7 percent in 2011 (4.3.e).
CU continually seeks to enhance student knowledge, skills and experiences in working with diverse populations as evidenced by the English as a Second Language (ESL) Endorsement program for both initial and advanced certification. Within this program, candidates have the opportunity of spending a summer in the Ukraine teaching Ukrainian students. Another example is the addition of a Spanish teacher certification program. The Spanish certification program is designed to prepare candidates to become proficient in all areas of communication in Spanish. The methods course deals specifically with Spanish content pedagogy. Student teaching involves clinical experiences in P-12 Spanish classes supervised by a qualified Spanish educator. This program includes opportunities for candidates to participate in a structured study abroad program and/or intensive immersion experience in a Spanish language community. The unit continuously strives to meet the needs of exceptional learners in areas such as English Language Learners (ELL) and learning/behavior disorders (LBD). An undergraduate initial certification program for special education (LBD) begins implementation fall 2012.
Initial and advanced level candidates learn how factors related to diverse individuals, families, and community values influence student learning. They consider students' levels of development, learning styles, strengths, needs and use teaching approaches based on prior experiences of students. Examples of course-based experiences include personal biographies; examination of personal beliefs, readings, journaling, discussions, case studies, simulations, videos and accompanying dialogs. Other examples of specific experiences in diversity include: (a) utilizing diverse speakers to provide pre-professional development seminars to candidates; (b) partnering with ESL students on campus; (c) visiting schools in the region with diverse student populations (sample candidate reflection), interviewing principals, teachers and students, and reflecting on the experience; (d) seeking out opportunities to volunteer with families/children from diverse backgrounds as a community service project; and, (e) designing and teaching a lesson for a special needs child. These experiences address instructional and communication issues related to diverse student populations.
Each initial and advanced course requires that candidates participate in P-12 schools for field-based experiences. The number of hours that are required for initial candidate field experience is transitioning from 120 to 200 hours. Field experiences require candidates to document both the type of activity and the types of diversity in the classroom including diversity based on race/ethnicity, gender, linguistic diversity/language, socio-economic and exceptionality. To further ensure that diversity is included in all candidate field experience, the unit Diversity/Minority Recruitment Plan requires that several required education classes include field trips to inner city schools (e.g., ED 102, ED 331, ED 360, ED 361) as documented in the 2010-2011 Strategic Planning End of Year Report.
Candidates must complete a Field Experience Summary Form and have it signed by the supervising P-12 faculty. They must reflect on the experience by responding to prompts including a prompt that asks for examples of diversity through classroom conditions that have implications for teaching (i.e. linguistics, cultural and/or achievement developmental level differences that create instructional concerns in the classroom) and evidence of diversity in the learning environment. All initial candidates engage in field and clinical experiences in P-12 schools within a 60 mile radius of CU (P-12 school demographic information). At the advanced level, many candidates are employed statewide including many in the Louisville Metro area. Several candidates are also employed in low socioeconomic areas.
All initial candidates must obtain 30 hours of pre-professional development. Each undergraduate course has pre-professional development hour requirements that are embedded in professional education courses. Each semester the pre-professional development schedule represents racially, ethnically, and culturally diverse presenters. These PPD experiences along with the field experiences assist in developing candidates’ knowledge, skills and dispositions needed to work in all types of education settings.
The unit, for initial candidates, has a four level continuous assessment plan (CAP). The advanced candidates have a three level continuous assessment plan. At each assessment point, candidates and faculty complete disposition recommendations. Dispositions refer to behavior and characteristics while interacting with students, families, colleagues and communities. Such knowledge, skills and dispositions are necessary to the empowerment for learning process stemming from the unit’s conceptual framework, state and national standards. Campbellsville University’s educator preparation program strives to lead students in the self-efficacy process of recognizing when their own dispositions related to diversity need to be adjusted and are able to develop plans to do so. The disposition recommendation form rates candidate ability to demonstrate whether he or she: 1) Is Caring, 2) Respects Others; 3) Values Individual Differences; 4) Is Honest and Ethical in Conduct; and 5) Demonstrates Professional Responsibility. Embedded within each disposition are KTS diversity exemplars many of which address diversity instructional practice and sensitivity for needs of all students. Diversity of initial and advanced candidates is documented at Cap 2 and Cap 5 respectively (disposition diversity proficiency data). Students complete a Diversity Survey form to disclose age, gender, ethnicity, exceptionality, socioeconomic status, parent’s education level, language and religion. Faculty evaluates this data annually at retreats.
In summary, the educator preparation program is committed to providing empowering processes to prepare candidates who are empowered problem solvers, who are well-versed in the content areas which they teach, who successfully implement pedagogical practices based on verified learning theories and considerations for diverse student populations, who are internally motivated, who have the ability to use reflective practice in continuous assessment, who understand changes in our contemporary culture including instructional use of technology, and who can collaborate with others within the professional community.