diversity and inclusiveness in graduate school of education presented by diversity task force
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Diversity and Inclusiveness in Graduate School of Education Presented by Diversity Task Force. Key Indicators for Assessing Institutional Progress Towards Diversity Goals. Climate & Intergroup Relations. Education & Scholarship. INSTITUTIONAL MISSION. C. D. Access & - PowerPoint PPT PresentationTRANSCRIPT
Diversity and Inclusiveness in
Graduate School of Education
Presented by Diversity Task Force
Key Indicators for Assessing Institutional Progress Towards Diversity Goals
Climate &
Intergroup Relations
INSTITUTIONAL MISSION
.
Access
&
Success.
Education &
Scholarship
InstitutionalViability
& Vitality
C D
Goal
The goal of this diversity plan is to build our capacity to create, maintain, and grow inclusive programs of study that serve our communities.
Process:
Using the Daryl Smith’s 4-Quadrant Model for H. Ed. Diversity Plans, we agree to either set a base-line or move the bar higher where possible for tracking the results of the GSE Diversity & Inclusion work.
Item Plan NotesA Climate &
Intergroup Relations
1 Tip Sheet on Universal Design
Hand-out prepared
2 Partnership survey Decided to postpone this to next year
Item Plan Notes
B Education & Scholarship
3 Syllabi Review Hand-out Prepared
4 Work Sample/ Practicum Analysis for Licensure candidates
In Process
5 Program Faculty Curriculum Projects
Postponed to next Year
Item Plan Notes
C Access & Success for Students
6 Update & Expand Data on student success
Updated
7 Recruitment & Retention Plans for students
Will work on over the Summer
Item Plan Notes
D Institutional Viability & Vitality
8 Update & Expand Data on Faculty/ Staff success
Updated
9 Recruitment & Retention Plans for faculty
University policy on hiring for this year & follow-up next year
10 Climate Survey Revisited & Debriefed (14 questions and issues developed)
Faculty Diversity
Gender Distribution
2004 2005 2006 2007
Total 47 47 50 49 Full Time
% Female 63.8 59.6 58.0 57.1%
Total 31 18 8 16 Part Time % Female 38.7 77.8 87.5 81.3
Total 51 67 176 Adjunct
% Female 62.7 64.2 N/A 65.9
Race/Ethnic Distribution : Full Time
2004 2005 2006 2007 N % N % N % N % White 38 80.9 36 76.6 38 76 37 75.5 Non-White 8 17.0 11 23.4 12 24.0 12 24.5 Unknown 1 2.1 0.0 0.0 0 0.0 0 0.0 Total 47 100.0 47 100.0 50 100.0 49 100.0
Race/Ethnic Distribution : Part Time
2004 2005 2006 2007 N % N % N % N % White 27 87.1 17 94.4 8 100.0 16 100.0 Non-White 3 9.7 1 6.6 0 0.0 0 0.0 Unknown 1 3.2 0 0.0 0 0.0 0 0.0 Total 31 100.0 18 100.0 8 100.0 16 100.0
Race/Ethnic Distribution : Adjunct 2004 2005 2006 2007 N % N % N % N % White 38 80.9 65 97.0 N/A N/A 132 75.0 Non-White 8 17.0 2 3.0 N/A N/A 8 4.5 Unknown 1 2.1 0 0.0 N/A N/A 36 20.5 Total 47 100.0 67 100.0 N/A N/A 176 100.0
GSE Student Diversity
Percent Students Who Are Female
2002 2003 2004 2005 2006 2007 C & I 77.1 77.0 76.8 73.2 79.3 81.8 EPFA 55.9 59.6 57.4 57.0 56.7 63.3 SPE/COUN 84.3 77.7 71.8 79.6 74.9 81.1 GTEP 71.6 70.2 67.2 70.0 70.4 63.3 Doctoral 73.1 75.0 70.4 76.0 68.0 64.0 GSE Total 71.0 71.4 68.1 69.8 70.9 62.2
Percent Students Who Are White
2002 2003 2004 2005 2006 2007 C & I 72.6 70.0 75.7 76.8 73.3 75.8 EPFA 83.0 73.5 76.8 73.1 72.1 65.9 SPE/COUN 80.0 79.2 78.3 82.2 80.8 76.6 GTEP 79.5 77.9 81.0 82.0 74.8 73.9 Doctoral 73.1 57.1 57.1 59.3 72.0 52.0 GSE Total 77.3 74.4 77.2 78.3 75.0 73.2
Addressing Diversity
and Inclusiveness in Our Syllabi
1. Selected syllabi at random
Fall 2007 coursesStratified random sample: 5 from COUN 14 from CI 6 from EPFA 6 from SPED 2 ED courses
OAR 584-017-0090
The institution has… A syllabus and a program
description for each course
Each states: Outcomes Activities Procedures and criteria for
evaluating
5. Looked for references to diversity and inclusiveness.
In: Course titleCourse descriptionCourse goals/objectivesRelated professional standardsTexts or assigned readingsStudent expectationsCourse assignmentsActivities in course schedule
Title, Course Description, Standards
You may not be able to make changes to these, but if you can…
“Instructional methods that support all learners…”
“The diverse classrooms and communities in which you’ll work…”
Accommodations Statement
If you require accommodations (e.g., special seating, interpreter, note-taker, etc.), please inform your instructor immediately. Students with disabilities should register with the PSU Disability Resource Center (503-725-4150) to document their need for accommodations and obtain support services. I will work with you to arrange the supports you need in this class.
Objectives, Outcomes, Goals
“Needs of diverse learners…” “Teach culturally diverse student
populations…” “To design culturally sensitive…” “Commitment to diversity and to anti-
bias, anti-racist education…” Relate issues to broader social, cultural,
political, and historical contexts…”
Texts or Assigned Readings Various different applications
Student Expectations
“We examine our personal and cultural values…”
“Address cultural and linguistic differences…”
“Complete all work free of biased language…”
“Students whose beliefs, religious practices, or lifestyles may conflict with class attendance…”
Course Requirements
“Interview a parent of a child with diverse learning needs…”
“Identify an issue, concept, or subject that you at one time viewed as right or wrong…”
“Consider how you have come to understand your race and ethnicity…”
Course Schedule
Examine gender differences Learning Style Inventory Understanding cultures Social construction of identity Families in cultural contexts
Future Work1. Partnership Survey2. Work Sample Analysis3. Program Faculty Curriculum Projects4. Maintain & update disaggregated data on
students & faculty5. Add new Data on:
- Recruitment & Retention of Students- Recruitment & Retention of Faculty- Staff- Demographics of the region (not just K-12)- Demographics of the University