IU School of Education - Indianapolis

1. IU School of Education - Indianapolis Diversity Transformation Model March 2007

2. Leadership Curricular and Co-Curricular Transformation Diversity Transformation Model Climate for Diversity Representational Diversity

3. Leadership

4. Leadership • Diversity Committee (faculty, staff & OPD). • Developing an explicit diversity and equity plan with goals and objectives due to IUPUI Chancellor May 2007. • In the process of defining terms related to diversity and equity. • Clinical Annual Review Committee added diversity goal to clinical faculty merit review process.

5. Leadership Curricular and Co-Curricular Transformation

6. Curricular and Co- Curricular Transformation • Teacher education faculty assessing the degree to which faculty incorporate diverse perspectives into their class discussions and assignments in teacher education program. • Small cadre of faculty are participating in professional development focusing on multicultural curriculum transformation. • Urban school field experiences are integrated in teacher education syllabus.

7. Curricular and Co- Curricular Transformation • Service learning initiatives for graduate students at Hawthorne and Concord Community Centers. • Examining diversity-related courses within: • The school requirements • Major requirements • International studies opportunities for students i.e. Mexico Project, Kenya Project • Faculty Diversity Survey

8. Question 1 How would your White students describe your idea of diversity? Question 2 How would your African American students describe your idea of diversity? Faculty Diversity Questionnaire

9. Results from Faculty Diversity Questionnaire • Faculty has expression passion for diversity in their teaching and are at different levels of confidence in addressing certain issues. • Faculty state they struggle to be inclusive and presenting different views. • Some faculty not sure how to respond to critical questions. What is “Politically Correct”? • Faculty are apprehensive of the class participation of “token” students of color in our classes. • Recognize there are minimal discussions on white privilege and race.

10. Leadership Curricular and Co-Curricular Transformation Climate for Diversity

11. Climate for Diversity • Dedicated 15 mins. (or more) to each faculty meeting to discuss diversity issues. • Focus groups with Project TEAM students. • Town meetings to hear student concerns. • Aggressive recruitment of faculty, and staff of color ( IU-HBCU Partnership).

12. Leadership Curricular and Co-Curricular Transformation Climate for Diversity Representational Diversity

13. Representational Diversity • Diversity of student population does not reflect closely the diversity of Indianapolis. • According to African American students, the limited number of students of color in in classes present a problems. • We need additional funding for recruitment and retention including Project TEAM. • SOE is creating explicit goals for representational diversity in all programs.

14. Leadership Curricular and Co-Curricular Transformation Diversity Transformation Model Climate for Diversity Representational Diversity

15. Diversity Transformation Model CUME • Conducting research with the community, for community • Providing analysis to faculty, staff, students, campus units and community partners (i.e. IUPUI Climate Diversity Study) • Numerous translational research projects (i.e. Peace Learning Center).

16. Why this Transformation Model? We adopted this transformation model in response to the IUPUI Campus Diversity Planning Process. In May 2007, each unit will report their current status with respect to achieving their diversity goals. The report will include performance indicators, and specific tasks, activities and initiatives that we will pursue within each component of this model.