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.
The Reflective Experiential Teacher framework guides program design related to diversity. The unit engages in a continual process of providing candidates with quality curriculum and experiences needed to prepare them for realities of diverse classrooms. In June 2014 the Diversity Task Force refined the knowledge, skills and dispositions that comprise the unit’s Diversity Competencies. The competencies were compiled from sources on teaching excellence: Marzano’s Evaluation Model (2007; 2011), Danielson’s Framework (2007; 2011), InTASC (2013), CAEP (2013), and the AAC&U Value Rubrics (Finley & Rhodes, 2013). Source information was combined and condensed to create competencies taught and measured. These proficiencies stem from 7 overarching goals. Teacher candidates:
From these overarching goals, specific competencies/objectives were developed (Exhibit 4.3.b, p. 20-24). The training for development of candidate diversity competencies occurs in stages of awareness, knowledge, skills and action as students’ reflect on theory, conduct observations, engage in simulation, participate in clinical experiences and complete student teaching with a capstone portfolio. During and after learning and clinical experiences candidates reflect on and integrate experiences with course discussions and assignments. Candidates are prepared for experiences with course activities that anticipate situations they will encounter in diverse classrooms. The unit regularly researches teaching practices and reflects upon current use of research-based strategies.
MSU Curriculum Component Matrix (Exhibit 4.3.b) illustrates the systematic approach for cohesive teacher preparation for diversity across course content, experiences, and working with diverse faculty, diverse candidates, and diverse P-12 students. Diversity is engaged as a cross-cutting theme embedded in every course through the topic of focus. Beginning with Essential Studies, MSU as a whole is dedicated to providing all students with an understanding of diversity aligned to AAC&U goals in undergraduate education, specifically: knowledge of human cultures, humanities, histories, languages, problem solving and personal and social responsibility. This forms the foundation of diversity awareness as a teacher.
The unit utilizes multiple tools to measure all competency outcomes (Exhibit 4.3.c), which include measures related to diversity. Twenty-three knowledge-based diversity competencies are measured by course assignments, course grades, standardized test scores, and the capstone portfolio. The InTASC Evaluation tool is used to measure diversity skills; 26 skills to customize learning for students with diverse backgrounds are evaluated during progressive, clinical experiences using the InTASC Evaluation. This tool was reviewed and revised Fall 2013 for transition to the updated InTASC standards. It was adopted January 2014. Candidate dispositions are measured using the 19-element Disposition Document. Competencies related to diversity are measured by 12 specified elements, a combination of characteristics related to: ethics, confidentiality, flexibility, awareness, sensitivity to diversity, assessment, cooperation/collaboration, rapport, communication, self-reflection, responsiveness to feedback, commitment to lifelong learning and attitude towards learners.
When candidates work with P-12 students, they are evaluated on competencies using the InTASC Evaluation tool completed by themselves, the instructor of record, the cooperating teacher, and for student teaching, the university supervisor. The unit uses formal and informal feedback opportunities to address candidate skills. Cooperating teachers maintain close contact with candidates in order to guide development of skills. Formal feedback is often given through use of the Pre and Post Conference Form. Data is collected in the Teacher Education Student Assessment System (TESAS), a database developed by MSU to record and report analytics.
Reports on diversity competencies for teacher candidates are generated by the Director of Student Placement. Depending on the course the evaluation is associated with, reports are analyzed by instructors, unit faculty, the Teacher Education Committee, and the Diversity Coordinator. Decisions for course revision/improvement are considered and decisions for scholarships, recognition or improvement plans are made on an individual basis. Individual feedback is provided to candidates by the course instructor. A new process for Fall 2014 includes responding to a lack of gaining diversity competencies. If there is a question about the quality of a candidate’s performance in meeting standards and dispositions related to diversity, the advisor, with the assistance of the Diversity Coordinator, will write a plan to set improvement goals.
Exhibit 4.3.a. identifies outcome data on diversity competencies for the most recent 12-month period, Spring 14 and Fall 14 semesters. The data indicate candidates in all programs demonstrate they have progressively gained required competencies. All candidates for graduation in EC, Elementary and Secondary for Spring 2014 (student teaching) exited the program scoring with a range of 3.67-5.0 on knowledge and skill diversity competencies, measures of 3-Acceptable, 4-Good and 5-Excellent. No candidate received a score of 1-Unsatisfactory or 2-Developing by the end of student teaching. The same candidates exited the program with disposition diversity competencies from 4.00-5.00.
Beginning Fall 2014, all assessments were revised to utilize a consistent 4.0 rating scale using the qualifiers of 1-Unsatisfactory, 2-Basic, 3-Proficient, and 4-Distinguished. All student teachers in EC, Elementary and Secondary for Fall 2014 exited the program with skill diversity competencies ranging from 2.5-4.0 and disposition diversity competencies ranging from to 3.2-4.0.
Praxis Principles of Learning and Teaching (PLT) exam scores are a measure of competencies of the student teaching cohort; the test includes competencies in “Students as Diverse Learners”. Candidate scores for Spring 2014 ranged from 160-194 (a minimum required score for licensure is 157 and maximum is 200) demonstrating the program met the learning outcomes to develop candidate competencies. Available candidate scores for Fall 2014 on the PLT ranged from 135-181. The three candidates without passing scores will retake the exam prior to licensure.
The capstone portfolio also includes evidence and reflection on competencies for all InTASC standards. Portfolio grades are an indicator of knowledge, performance and disposition. For Spring 2014 grades for all completers were: (A) n = 17; (B) n = 2; (C) n = 0; (D) n = 0 and (F) n = 0. Portfolio grades for Fall 2014 for all completes were: (A) n = 15; (B) n = 4; (C) n = 1; (D) n = 1 and (F) n = 0. The portfolio process was revised in July, 2014 from a one to three checkpoint system and updated with the new InTASC standards (Exhibit 4.3.c) to support the conceptual framework and add critical formative assessment.
There are 3 required, core courses designated for learning about cultural diversity, special needs, and ELL’s for which candidates demonstrate competencies.
Course grades in EDUC 381: Human Relations and Cultural Diversity provide evidence candidates have successfully gained knowledge, skill and disposition competencies on this topic. The course is structured around the premise of culturally responsive pedagogy (Richards, Brown & Forde, 2006). Grades in EDUC 381 for Spring 2014 were (A) n = 17; (B) n = 4; (C) n = 0; (D) n = 0 and (F) n = 0 and for Fall 2014 were (A) n = 8; (B) n = 5; (C) n = 1; (D) n = 0 and (F) n = 1.
Course grades in EDUC 390: Special Needs in an Inclusive Environment also provide evidence that candidates have successfully gained competencies related to individuals with special needs. Course grades for Spring 2014 were (A) n = 14; (B) n = 7; (C) n = 2; (D) n = 0 and (F) n = 0 and for Fall 2014 were (A) n = 6; (B) n = 8; (C) n = 2; (D) n = 1 and (F) n = 0.
Course grades in EDUC 392: Teaching English Language Learners are also an indicator that candidates have competencies related to students who are ELLs. This course was added to the professional education curriculum in June, 2014 and first required for the Fall 2014 semester. Course grades for Fall 2014 were (A) n = 4; (B) n = 2; (C) n = 5; (D) n = 3 and (F) n = 2.
MSU utilizes the Task Stream assessment system to evaluate individual courses and the educator preparation program as a whole. Candidate performance on specified course assignments is systematically collected and analyzed on a two-year cycle. The most recent assessment reports for all teacher preparation programs are available in Exhibit 4.3.a.
Summarize opportunities and experiences for candidates to work with diverse faculty; qualifications and expertise of faculty in supporting candidates in their development of expected proficiencies; and the unit’s affirmation of the value and efforts to increase or maintain faculty diversity.
Faculty in the unit have a strong belief in and commitment to diversity; 4.3.d represents self-identified demographics for full-time, part-time, adjunct and school-based faculty; some racial/ethnic diversity is apparent in the unit. Full-time faculty self-identify their race as 11.1% Hispanic/Latino and 88.9% White comprised of 11.1% male and 88.9% female. Within the full-time faculty, a small portion of racial diversity currently exists, although there is greater racial diversity within the institution, part-time, and school-based faculty collectively. Part-time faculty identify race as 2.9% American Indian/Alaska Native, 2.9% Asian, 2.9% Black/African American, and 91.4% White; this includes 62.9% male and 37.1% female. This is not dissimilar to 2012 data, which included all full-time and part-time faculty data aggregated: 8% Hispanic/Latino, 92% White, 44% male and 56% female. Adjunct faculty identify race as 100% White, 12.5% male and 87.5% female. School-based faculty identify as 92.5% White, 1% Hispanic/Latino, 1% Black/African American, and 4.5% Unknown; this includes 30% male and 70% female. All candidates have the opportunity to work with diverse faculty during their preparation.
The unit is a diverse group if looking at diversity beyond race as defined by InTASC: cultural background, ability, disability, socioeconomic status, religious background, regional derivation, and life and teaching experiences. Full-time faculty have a wide variety of knowledge and experiences for supporting candidates in development of competencies (4.3.d). Most have lived/worked with students affected by poverty/low socio-economic nationally and internationally. These include: South Africa, China, Japan, Romania, Ecuador, Turkey, Norway, Spain and socially-impacted cities and areas of the U.S. like St. Cloud, MN; Odessa, TX, AL, and MS. Approximately half of the faculty received advanced degrees outside of ND, and most have lived and worked outside of ND. A resounding 100% of the faculty has worked with diverse groups of students such as: Native American, African American, Latino, Hispanic, African (Sudanese, Liberian, Sierra Leone), Migrant populations, International Students and Middle Eastern groups. Half of the faculty have worked with exceptional students as well as ELLs. Adjunct and clinical faculty bring an even wider range of experiences with diversity, include considerable levels of work directly with students with disabilities, ELLs, low-SES and rural environments.
The unit has made a commitment to ongoing professional development for faculty in the area of diversity and intercultural communication. The Diversity Coordinator is assessing campus climate and faculty perceptions and is preparing curriculum for culturally responsive teaching in higher education. This curriculum will be used for faculty development beginning in 2015-2016. The unit strives to have faculty from diverse backgrounds teach courses required across all teacher education programs (in italics on 4.3.b). The hiring of an instructor of minority status in June 2014 to teach common courses is an important step in this direction. Candidates in EC, Elementary and Secondary programs all have, at minimum, one culturally diverse instructor (currently for EDUC 381 & 401). In addition, candidates work with the faculty member (an Ecuadorian-born male) in his second role as MSU Diversity Coordinator through advising, mentoring, campus activities, student organizations and committees. Secondary education candidates in Physical Education have one African-American and one Hispanic content course instructor, and secondary Science candidates have the opportunity to interact with a professor of Asian ethnicity. The faculty to student ratio at MSU is 14 to 1; this allows faculty with diverse backgrounds sufficient opportunity for engagement with candidates in the classroom.
Candidates experience placements in diverse schools allowing for interaction with school-based faculty from diverse groups (4.3.d). School-based faculty for Fall 2014 are representative of 9 clinical placements: EC 1 & 2, Elementary 1 & 2, Special Education Practicums (4 separate specialty areas), Secondary field experience, and student teaching. These occur with 53 school partners. Diversity within school-based faculty is enhanced by the development of partnerships with other institutions and regional school districts with more diversity. The unit is working to continue and expand such partnerships. School-based faculty demonstrate similar diversity to the unit faculty and service area. The unit continues to carefully review sites for partnerships with a goal of increasing the P-12 student and teacher diversity in placements.
Other experiences are provided in an effort to compensate for the reasonably limited racial/ethnic diversity of full-time faculty. These efforts include: (1) use of technology to co-teach with faculty and peers from institutions with higher levels of diversity (e.g. South Carolina State University in EDUC 480), (2) guest speakers and visiting scholars with diverse backgrounds systematically included in the curriculum (4.3.b), (3) utilizing MSU students and other faculty from culturally diverse backgrounds at MSU as resources and experts in content courses, (4) providing more opportunities for clinical placements with diverse school-based faculty, (5) annual field work at Four Winds, a school located on an American Indian Reservation, and (6) field experience at Pelican Rapids, MN schools (high percentage of new Americans, ELLs and a 4-day school week). Evidence shows that candidates are developing appropriate diversity proficiencies given these efforts (4.3.a).
At MSU different perspectives and cultural views are deemed essential to creating a quality university graduate. MSU and the unit have renewed commitment and efforts to increase faculty diversity. In an effort to reach the widest applicant pool, the Human Resource office advertises vacancies in at least one major publication. Advertising is expanded to specific diverse and content-based publications, at least one per education position, as requested by the unit chair (4.3.g). These include options such as the Affirmative Action Register, Hispanic Outlook, and Chronicle of Higher Education: Diversity Network. All MSU job postings and the employment application include a statement encouraging members of minority groups to apply. Given these efforts, HR reports an increased interest from individuals with diverse backgrounds. Search committees follow set procedures for the review of applicants based objectively on minimum and preferred requirements. Funding was established in April 2013 for incentives and/or a contract signing bonus for diverse faculty. The MSU President's Cabinet has approved preparation of an application for the Fulbright Scholar-Residence Program. The program exists to assist institutions in expanding programs of academic exchange by supporting non-U.S. scholars through grants for teaching at institutions that might not have a strong international component, including minority serving or small institutions. To retain faculty, systems are in place for new faculty mentoring (4.3.g), personal and professional development to stay current in the discipline, funds for travel to professional conferences, tenure and promotion, on-going technology training, and technology support. The unit also reserves candidate advising and formal recruiting until the faculty member is in their 2nd year. The NDUS system also offers a very competitive benefits package, which includes family health insurance with premiums 100% paid by the employer. Accomplishments of faculty members are published in annual MSU Faculty & Staff Pre-Service booklet. The institution recognizes the need for greater emphasis on strategies for maintaining all faculty. This is being addressed during the revision of the MSU Strategic Plan, which includes unit representation.
Summarize opportunities and experiences for candidates to work with diverse peers; and the unit’s affirmation of the value and efforts to increase or maintain candidate diversity.
Diversity of students at MSU is defined within the context of a rural location near the US/Canadian border in a state with a population of about 700,000. The 2010 Census indicates counties around MSU reflect the homogenous nature of the service area, the northern, upper-Midwest (% of population identified as White): Traill, (n = 96.4%)-location of MSU, Grand Forks-location of the University of ND (n = 89.6%), Steele (n = 98%), Cass-location of ND State University (n = 91.2%), and Norman, MN (n = 94.4%). ND has approximately 9.7 persons per square mile; frontier land is defined as 6 or less persons per square mile. In total 89.6% of the ND population reported race as White.
There is representation at MSU from 42/53 ND counties (n = 684) and 41/87 counties of MN (n = 165). According to the Chronicle of Higher Education (2014) utilizing the latest figures from the US Department of Education (2012), MSU had the highest percentage of minority students of all institutions within the NDUS system at 15.0% (p. B41). The percentage of diverse students at MSU was higher than all comparable institutions in the region. Minority enrollment has increased to 19.8% since 2012. MSU's constituency of 1,081 students represents 39 states and 7 countries. Teacher candidates interact with diverse students with the following race/ethnicity: Hispanic/Latino (n = 51; 4.72%), American Indian/Alaska Native (n = 19; 1.76%), Asian (n = 2; 0.19%), Black/African American (n = 70; 6.48%), Native Hawaiian (n = 5; 0.46%), White (n = 867; 80.2%), 2 or more races (n = 32; 2.96%), Non-resident Alien (n = 29; 2.7%), and Unknown (n = 6; 0.56%); Male (n = 471; 43.5%) and Female (n = 610; 56.43%).
Data reported on the 2013 NSSE survey indicated 57% of freshmen and 62% of the senior respondents identified as first generation; i.e. neither parent had completed a bachelor's degree. The Office of Student Affairs reports nearly half of students are Title IV and/or Pell Grant eligible. 4.3.e details the demographics of teacher candidates according to race/ethnicity. Candidates admitted to education programs include: Female (n = 71; 74%) and Male (n = 25; 26%); Hispanic/Latino (n = 2; 2.1%), American Indian/Alaska Native (n = 1; 1%), Asian (n = 0), Black/African American (n = 2; 2.1%), Native Hawaiian (n = 0), White (n = 90; 93.8%), 2 or more races (n = 1, 1%), Non-resident Alien (n = 0), and Unknown (n = 0). Candidates currently admitted are 93.8% White; this figure has remained fairly stable over time.
The unit acknowledges that opportunities to interact with peers of racial/ethnic diversity within the EPP is smaller than at MSU and is largely dependent on who chooses to declare education majors and meet entrance requirements. Due to small class sizes (average of 15.4), single sections of required courses and common courses among programs, diverse candidates interact at some time during their training with a majority of teacher candidates. The continuing expansion of online and hybrid courses promotes peer diversity as more individuals are able to access higher education. Students are also able to interact with diverse peers through courses offered on the Interactive Video Network (EDUC 250, 301 and 318). These locations include students from Lake Region State College-Devils Lake, Williston State College, and the ND State College of Science-Wahpeton.
There are multiple opportunities for candidates to work with diverse peers outside the unit. Education majors interact with diverse peers during their Seminar on Success and Essential Studies courses. The Office of Student Life engages students in a variety of activities related to residence life, the arts, wellness, athletics, and annual events. One highlighted campus event, the Multicultural Festival, is an annual spring event open to the public in which exhibits, lectures, food, music and dance representing world cultures are showcased. Collaborative group projects between the Student Education Association (SEA) and other campus clubs and organizations are being explored as another effort to increase interactions with diverse peers. Currently SEA and the MSU student volunteer organization collaborate to offer daily help in the local middle school's response to intervention system; MSU students provide support for school children's academic needs on a daily basis. Efforts are also made to provide opportunities to build global and intercultural knowledge. A new requirement for EDUC 381 for Fall 2014 includes participation in and reflection on 3 diversity-related events. Beginning in Spring 2014, the unit purchased tickets, and plans to do so annual, to the Feast of Nations hosted by the International Organization at the University of ND. MSU candidates are provided with a ticket and transportation to experience international cuisine, culture and diversity.
Efforts to increase candidate diversity are tied to institutional work to leverage support. Diversity waivers are available. Proximity to multiple American Indian Reservations and articulation agreements with tribal colleges means candidates can remain a part of their communities while accessing four-year programs at MSU online. MSU actively recruits candidates from 23 institutions with articulation agreements, seven within the NDUS, and the remaining in MN, WY, WA and AZ. Non-resident tuition waivers are offered on a rolling base of ACT and GPA. Waivers for tuition have been established for diverse candidates pursuing education programs. An MSU subcommittee and the unit are developing a unit Recruitment Plan with the Office of Enrollment Services by the end of the Spring 15 semester. Considerably more needs to be done to target efforts, such as bringing minority high school and 2-year college students for tours and offering more minority scholarships and waivers. Financial support for students from diverse backgrounds will be inclusive with mentoring/advising with the Diversity Coordinator.
Recruitment strategies specifically targeting students of diverse background currently include: (a) focused marketing/recruitment in identified areas with higher levels of diversity; (b) 'virtual fair' recruiting; (c) waivers for members of under-represented groups pursing degrees in education; (d) cultural events to provide additional diverse experiences and enrich the quality of life at MSU and the region; (e) host events (e.g., athletics) to target potential education students; (f) recruit with the International Student subcommittee; and (g) work with the Larson Leadership program to promote education degrees.
Efforts to retain diverse candidates focus on the dual charge of investing in people and relationships. MSU maintains administrative positions of Student Success Coordinator, Diversity Coordinator, and a standing committee on cultural diversity. Retention strategies include faculty advising, utilizing the Advisor Center tool through Campus Connection, and the online NDUS system for registration, to accurately track progress towards program requirements. MSU has acknowledged that support of enrolled minority students needs to be revised and enhanced. A subcommittee is conducting research, making recommendations based on diverse student input and enacting suggestions as appropriate.
In recognition of the Educational Testing Service (ETS) and NEA's finding of, "significant differences in average scores between test takers of different racial/ethnic subgroups" (ETS, 2011), the unit offers EDUC 276: Praxis Preparation as a support to students who struggle with standardized exams or specific skills. Campus supports for students consist of supplemental instruction, tutors and study groups, Student Success Center, Writing Center, Distance Student Services, and counseling referrals. Students with disabilities can work determine needs or assistive technology and receive assistance working with faculty on accommodations. The Drop Guard Warning will be used to identify intervention needs.
Summarize opportunities and experiences for candidates to work with diverse students in P-12 schools; processes for the development of knowledge, skills, and professional dispositions related to diversity; and outcomes based on key assessments during field experiences and clinical practice.
Candidate's experiences in P-12 settings support the knowledge, skills and dispositions for best practice working with diverse learners and efficient and equitable responses to constantly changing environments. The unit has policies and practices to ensure that each candidate has opportunities in clinical experiences with diverse students in P-12 settings. Prior to Fall 2014, only data on student teaching placements was kept on record; efforts were not systematic, but were intentional. The unit now maintains an aggregate database of all observations, field experiences, internships, course embedded interactions and clinical experiences to track the diversity of P-12 students at each placement (Exhibit 4.3.f). The new field placement data based through Task Stream is being built to correlate candidates, placements and demographics longitudinally to ensure candidates interact with diverse P-12 students in multiple locations. The majority of placements occur within an 80 mile radius of MSU with the exception of distance and online learners. Distance placements are made with consideration of all factors given the candidates location (e.g., American Indian Reservation or out of state) and circumstances (e.g., full-time paraeducator).
The Director of Student Placement monitors experiences, making sure candidates are assigned to multiple settings, which increases the amount and types of diverse P-12 students with which candidates interact. Selection for experiences are made balancing factors such as diversity of school, recommendations from district administrators, travel time, school schedule, course schedule, and personal considerations (e.g., disability, socioeconomic status, transportation, family). Demographics of student populations in MSU's 53 currently contract school partners is represented in Exhibit 4.3.f. These demographics indicate that all candidates have some experience with students from diverse backgrounds. Because candidates must compete for a small number of available placements with other MSU candidates and a number of candidates from two large research institutions, it is recognized that not all candidates are able to be placed in optimal settings related to racial/ethnic diversity for all experiences.
Minority student demographics for the partner P-12 schools ranges from 0% to 98.5% dependent upon location (4.3.f). Data on numbers of ELLs and students with special needs for school partners in ND was not available from the ND Department of Public Instruction; due to small numbers of students, there were significant concerns with identifying individual students and violating confidentiality. All candidates complete six hours of field work with students with special needs when enrolled in EDUC 390: Special needs in an Inclusive Environment. Beginning Spring 15, all candidates enrolled in EDUC 298: Pre-Professional Field Experience, will be required to spend a part of their 15 hour experience in a special education setting. Three teacher candidates are pursuing a double major with professional education and special education (dual licensure), and 17 have declared minors in Special Needs. Double majors complete an additional 210 hours of clinical experience and five additional weeks of student teaching with students with special needs. Candidates with a minor complete a minimum of 60 additional hours of special education clinical placement. Two days a week through the course SPED 383: Intellectual Disabilities Practicum, P-12 students with intellectual disabilities come to the unit for "Coffee Time", an entrepreneurial opportunity for students to sell coffee and build disability awareness to all faculty, staff and students.
Data available from 2014 from other states indicate partner ELL populations ranging from 0%-2.2%. In EDUC 392: Teaching ELLs, candidates interact with guest speakers and interviewees who are ELLs-some of whom are P-12 students. Additionally, arrangements have been with a local ELL teacher to allow candidates from EDUC 381: Human Relations and Cultural Diversity to assist in her classroom as a cultural experience (three experiences are required for the course). The population of ELL's is growing in MSU's service area due to increasing numbers of refugee resettlement. Annual resettlement in the city of Grand Forks alone includes 95 individuals per year according to the Global Friends Coalition, but the percentage in area schools remains small. Data on student socio-economic status (measured by free/reduced lunch) indicate that candidates interact with various socio-economic groups with a range of 3.2% to 75% of P-12 students qualifying for free lunch and 0.9% to 16.9% of P-12 students qualifying for reduced lunch. A complete list of all clinical experiences that provide opportunities to work with diverse students is included in Exhibit 4.3.f.
Other experiences have been and continue to be provided in an effort to compensate for the reasonably limited racial/ethnic diversity of local P-12 students. These efforts include: (1) locating partner schools for the use of technology to observe classrooms in other areas of the country, (2) providing opportunities/removing barriers for distance student teaching placements, (3) field work at a school located on an American Indian Reservation, and (4) field experience at Pelican Rapids, MN schools (high percentage of new Americans, ELLs and a 4-day school week).
On InTASC evaluation assessments during student teaching, candidates for Fall 14 demonstrated a range of 2.8-3.4 on skills related to working with students with special needs (measured by diversity skill objectives 0(a), 2(b), 2(f), and 7(e). The same candidates demonstrated a range of 2.5-3.2 on skills related to working with ELL students (as measured by diversity skill objectives 0(f), 2(e), and 4(i). For competency working with P-12 students from culturally diverse backgrounds, student teachers demonstrated a skill range of 2.5-3.4 (objectives 0(b), 0(d), 0(e), 2(d), 3(f), 5(d), 5(g), 9(e). Candidate disposition diversity competencies ranged from 3.2-4.0. Evidence shows that candidates are developing appropriate diversity proficiencies given efforts (4.3.a).
The unit has worked to effectively provide evidence and address the three AFIs stated in the action report: candidates have limited opportunities to interact with (1) racially and ethnically diverse faculty, (2) peers from racially and ethnically diverse backgrounds, and (3) diverse students in P-12 schools. A Diversity Task Force was established on May 20, 2014 for the direct purpose of correcting the areas for improvement and ensuring the unit continues to meet standard expectations (4.2.a Diversity Task Force Plan). The activities, processes and outcomes of the unit's work in each of these AFIs demonstrate improvement (4.2.b).
(1) To increase opportunities for candidates to interact with racially and ethnically diverse faculty, the following actions have occurred:
• Created a new position that is 50% Diversity Coordinator (campus-wide) and 50% Instructor of Education with a focus on teaching EDUC 381 Human Relations and Cultural Diversity while guiding students in EDUC 401 Electronic Portfolio and Student Teaching Seminar.
• Hired a culturally diverse faculty member, Mr. Marcelo Campoverde, as Diversity Coordinator and Instructor of Education in June, 2014.
• Revised institutional policy and procedures in M602.4 with Human Resources for recruitment and retention of diverse faculty to include: advertising practices related to diversity, supplemental funds for competitive offers, and retention practices.
• Expanded the equal opportunity statement to read, "Mayville State University is an equal opportunity employer. Members of minority groups are encouraged to apply" to all job postings.
• Began the collection and documentation of the diversity of school-based faculty through optional disclosure on clinical contracts.
• Began the process to reinstate J1 visa sponsorship to facilitate a study-based exchange visitor program.
• Preparation of an application to host 1 scholar as a guest lecturer per semester via the Fulbright Outreach Lecturing Fund.
• Preparation of an application for the Fulbright Scholar-In-Residence Program is being prepared by the Institutional Grants Officer and Diversity Coordinator due October 15, 2015.
• Visiting scholar, Dr. Omari Dyson, an African American male professor from South Carolina State University, a historically black college, provided guest lectures, a key note speech, community activities and faculty development April 23-25, 2014.
• Teacher candidates use interactive technology to engage with diverse guest speakers/faculty who are ELL in the new course, EDUC 392: Teaching ELLs.
• On January 20, 2015 Kenneth C. Williams (an African American male) from the Marzano Research Lab will provide training for all MSU faculty on creating engaging classrooms.
• Faculty from teacher preparation programs United Tribes Technical College and Turtle Mountain Community College will attend professional development with Kenneth C. Williams on engaging college classrooms and to provide collaborative teacher-training alongside the MSU faculty for the day to all teacher candidates.
• Interaction with diverse school-based faculty in Birmingham, AL public schools for teacher candidates who electively enroll in EDUC 399: Cultural Awareness-An Experience March 14-20, 2015.
(2) To increase opportunities for candidates to interact with peers from racially and ethnically diverse backgrounds, the following has been carried out:
• A recruitment plan for the unit, to include recruitment of students from diverse backgrounds, has begun to be developed in collaboration with the MSU Office of Enrollment Services.
• Provide scholar financial support for teacher candidates to engage in the annual Students Today Leaders Forever Pay-it-Forward Tour; collaborative project with students from 29 campuses.
• June 12, 2014-agreement with Lake Region State College for 6 places secured for MSU students for Summer 15 travel abroad opportunity; no MSU students enrolled at this time.
• For secondary education candidates in EDUC 480 during Spring 2014, collaborative discussions were held via skype and blog with students enrolled at South Carolina State University about the achievement gap between races.
• On January 20, 2015 Kenneth C. Williams (an African American male) from the Marzano Research Lab will work with all teacher education candidates on classroom engagement.
• Candidates in teacher preparation programs at United Tribes Technical College and Turtle Mountain Community College will attend the January 20, 2015 seminar on engaging classrooms and a ½ day of collaborative teacher-training day hosted by MSU.
• On October 20, 2014, the MSU President's Cabinet approved ten new full Diversity Tuition Waivers for Teacher Education students and allocated five existing full Diversity Tuition Waivers to have a priority for Teacher Education students.
• New subcommittee of the MSU Cultural Diversity Committee to make decisions on waivers given new criteria for awards to education majors from diverse backgrounds (4.3.h). The subcommittee includes: Vice President of Student Affairs, Diversity Coordinator, Financial Aid Representative, Division of Education Representative, and MSU Faculty Representative.
• Two current candidates from diverse backgrounds were granted full tuition waivers for the Spring 2015 semester.
• Unit purchased tickets for students in EDUC 381: Human Relations and Cultural Diversity to attend the 2014 Feast of Nations, a cultural awareness event planned and executed by the International Organization at the University of ND, and plans to do so annually.
• The unit chair is meeting with faculty from the University of Alabama, Birmingham to plan for future interaction with peer teacher candidates during the EDUC 399 cultural travel experience.
• EDUC 381 course assignments have been revised to requirement participation in three (3) diversity-related events (either on-campus or off-campus). Assessment via reflective writing documents candidate experiences in relation to diversity competencies.
• In the Fall 2014 semester, a galleried artist from Japan worked with EDUC 325: Elementary Classroom Art; she modeling techniques and materials from Japan and worked with teacher candidates to try out techniques for use with P-12 students.
• Identification of diverse MSU students who have declared majors in education but are not yet admitted to the program for mentoring/informal advising with the Diversity Coordinator.
(3) To increase opportunities for candidates to interact with P-12 students from racially and ethnically diverse backgrounds, the following has been carried out:
• New Director of Student Placement who verifies student teaching occurs in a setting different from prior clinical placements to maximize opportunities to work with diverse P-12 students.
• New field placement data based through Task Stream that tracks the level of diversity in each placement for each teacher candidate longitudinally.
• Policy and procedures that guide placement for clinical experiences has been added to the Teacher Education Handbook.
• A new course, EDUC 392: Teaching English Language Learners has been added as a required course in Professional Education for all programs. Teacher candidates interact with individuals who are ELL through guest speakers and cultural interviews. MSU is the only EPP in the state to require this.
• Observations/interactions in public school classrooms in Birmingham, AL for teacher candidates who electively enroll in EDUC 399: Cultural Awareness-An Experience March 14-20, 2015 (ongoing each spring).
• The EC Block 2 summer session now includes a clinical practice of observation and instruction in a Migrant school setting with children who are ELLs. School-based faculty are culturally diverse.
• Candidates in EDUC 301, 302, 318, 319 and 426 participated in a 2-day experience in Pelican Rapids, MN on October 14-15, 2014 (ongoing initiative each fall). Pelican Rapids School District is a small, rural school district with a notable diverse student population including but not limited to Vietnamese, Somali, Hispanic and Bosnian students. Situated in the geographic center of schools in central Minnesota that have a predominant Caucasian student population, Pelican Rapids School District is host to the Multi-District Cultural Collaborative because of the noted diverse student population. This educational setting offered MSU teacher candidates the opportunity to see a small school district that has made system-wide plans and accommodations to support a significant population of ELL students. The district also operates on a 4-day school schedule which is unique to the area and interesting to teacher education candidates as they study school atmospheres and operations. Objectives for MaSU students on this field experience were:
o Teacher candidates from Mayville State University will be introduced to a diverse teaching and learning environment.
o Teacher candidates will identify differentiated instructional strategies that are used in the classroom to accommodate all learners.
o The teacher candidates will become familiar with the teacher preparation that is necessary for a 4 day teaching week and planning lessons for diverse classroom populations.
o The teacher candidates will interact with students and assigned teachers in classrooms.
Other supportive changes to meet improvement areas related to diversity include:
• Addition of a full-time administrative assistant for data collect and reporting.
• Revision of the portfolio process from 1 summative checkpoint after student teaching to 3 checkpoints with progressive expectations at the beginning, middle and end of the program; diversity components are an integrated part of this process.
• Revision of EDUC 276: Praxis Preparation to retain declared education majors. Students who did not pass a portion of the Praxis Core Academic Knowledge exam are enrolled for addition preparation. The course is now differentiated for preparation and remediation, can be enrolled in multiple times, and is taught by the MSU Director of Student Success and Support Services.
• Created a new version of the computer program, TESAS, Teacher Education Student Assessment System, for collecting and reporting data on student competencies and tracking progress in the program.
• Revision of the Teacher Education Handbook to include updated information on competencies, expectations, assessment plans, procedures, protocols and forms.
• MSU Diversity Committee was restructured with the new Diversity Coordinator as chair and inclusion of representation from all academic divisions.
• Movement from Live Text to Task Stream as the platform for capstone portfolios to integrate current use of program assessment and field placement database in Task Stream and add access to analytic and reporting feature.
• Three unit faculty members and 2 candidates attended a two-day training on teaching students who are ELLS.
• Revisions were made to EDUC 390 related to textbook adoption and structure or main topics discussed throughout the course:
Individuals with Disabilities Education Act
Inclusion (building community)
Least Restrictive Environment
Differentiating the Instruction (strategies)Teacher Attitude
Individual Education Plan
Motivation and management
• Additionally, the unit has developed plans and timelines for moving toward target level performance (4.2.c).
These actions show unit is committed to continual improvement of quality teacher candidate interactions with diverse faculty, peers and P-12 students.
Proficiencies related to diversity that candidates are expected to demonstrate through working with students from diverse groups in classrooms and schools
Curriculum components and experiences that address diversity proficiencies (This might be a matrix that shows diversity components in required courses.)
Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)
Data table on faculty demographics.
Data table on candidates demographics.
Data table on demographics of P-12 students in schools used for clinical practice.
Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty
Policies and practices, including good faith efforts, for recruiting and retaining diverse candidates
Policies, procedures, and practices that support candidates working with P-12 students from diverse groups