Transcript The Multicultural Diversity Assessment Project

History of Attending to
Diversity
College of Education, College
of Education, Health, and
Human Services
Kent State University
Where We Began. . .
1987: A diversity initiative is begun in
the University and a global initiative
begun in the College of Education
1989: 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 20012005
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 12member 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
University
Commitments
To
Diversity
Academic Quality
Improvement Project
College of Education
Diversity Initiative
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
perspectives
Creating a positive balance between
the democratic values of civility and
the freedoms of inquiry, speech, and
beliefs
Infusing 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 Criteria
Helping undergraduate and graduate
students learn
Accomplishing scholarly, professional,
public service, and citizenship objectives
Understanding students’ needs
Valuing faculty
Leading and communicating
Student and administrative support
services
Measuring effectiveness
Planning continuous improvement
Building 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 curriculum
Increasing recruitment efforts to bring more
diverse faculty to our ranks
Increasing recruitment and retention of
underrepresented students into teaching
Encouraging each faculty to include
diversity as an aspect of their research
Implementing 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 20062007
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