History of Attending to Diversity

1. History of Attending to Diversity College of Education, College of Education, Health, and Human Services Kent State University

2. 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

3. 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

4. 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

5. 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

6. 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.

7. 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.

8. 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:

9. 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

10. 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.

11. 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?

12. In Terms of Partnerships and Programs • There is a Unit-wide commitment to accountability and a systematic linking of existing initiatives in the University.

13. Linking Existing Programs

14. University Mission Statement “Kent State University is committed to becoming a national model of institutional diversity at its best.”

15. 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”

16. 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

17. 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

18. In Terms of Accreditation and On-going Assessment • NCATE (National Council for the Accreditation of Teacher Education) • AQIP (Academic Quality Improvement Project)

19. NCATE: Standard 4 • Curriculum • Experiences working with diverse faculty • Experiences working with diverse candidates • Experiences working with diverse students in P-K/12 schools

20. KSU Conceptual Framework • In-Depth Content Knowledge • Learner-Centered Pedagogy • Informed Reflective Practice • Ethical and Culturally-Responsive Practices • Professional collaboration

21. 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:

22. 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

23. 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.

24. 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

25. 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

26. 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

27. 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

28. 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