Diversity and Inclusiveness in Graduate School of Education Presented by Diversity Task Force

1. Diversity and Inclusiveness in Graduate School of Education • Presented by Diversity Task Force

2. Key Indicators for Assessing Institutional Progress Towards Diversity Goals

3. Climate & Intergroup Relations Education & Scholarship INSTITUTIONAL MISSION . C D Access & Success . Institutional Viability & Vitality

4. 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.

5. 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.

10. Faculty Diversity

11. Gender Distribution

12. Race/Ethnic Distribution : Full Time

13. Race/Ethnic Distribution : Part Time

14. Race/Ethnic Distribution : Adjunct

15. GSE Student Diversity

16. Percent Students Who Are Female

17. Percent Students Who Are White

18. Addressing Diversity • and Inclusiveness in Our Syllabi

19. 1. Selected syllabi at random • Fall 2007 courses • Stratified random sample: • 5 from COUN • 14 from CI • 6 from EPFA • 6 from SPED • 2 ED courses

20. 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

21. 5. Looked for references to diversity and inclusiveness. • In: Course title • Course description • Course goals/objectives • Related professional standards • Texts or assigned readings • Student expectations • Course assignments • Activities in course schedule

22. 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…”

23. 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.

24. 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…”

25. Texts or Assigned Readings • Various different applications

26. 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…”

27. 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…”

28. Course Schedule • Examine gender differences • Learning Style Inventory • Understanding cultures • Social construction of identity • Families in cultural contexts

29. Future Work • 1. Partnership Survey • 2. Work Sample Analysis • 3. Program Faculty Curriculum Projects • 4. Maintain & update disaggregated data on students & faculty • 5. 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