Standard 4: Diversity

The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.

Significant Evidence: Diversity Resources Center, College Diversity Plan, College Search Procedures, College Diversity Web Page, University Diversity Strategic Plan, Multicultural Programs, Professional Education Faculty Summary, Diversity Summary of Program Completers, University Enrollment by Ethnicity and Gender, Exit Survey of Initial Program Completers

Robert C. Maynard, the first black publisher of an American metropolitan daily, used to explain that “fault lines” are borders that straddle the very different lives people live. He defined fault lines as race, class, gender, generation, and geography, all of which form the prisms through which we see the world. To add to the complexity of the way we view the world, we might add religion, ethnicity, sexual orientation, age (generational), language, and disabilities. It is these multiple lenses that come together in every classroom. Therefore, the Unit includes courses, field experiences, objectives, and activities designed to help candidates develop the content knowledge, skills, and dispositions that enable them to provide an inclusive environment that promotes learning for all students.

The Unit shares responsibility with the University and the larger community to prepare educators for broadly diverse classrooms. The Unit and the University value and support a diverse faculty, attempt to recruit and retain diverse faculty and candidates, and the Unit continues to explore ways to increase our candidates’ opportunities to work with diverse PK-12 students.

Element 1. Design, Implementation, and Evaluation of Curriculum and Experiences

The ability to adapt instruction to meet the needs of diverse learners and to create a climate that respects religious, racial, and cultural differences so that all students can learn is threaded throughout the curriculum and is assessed in the student teaching internship, in the electronic portfolio, in the employer follow-up survey, and in candidate self-assessment follow-up. This assessment of the knowledge, skills, and dispositions about diversity is defined in state, national, unit, and professional standards. Diversity, one of the cornerstones, i.e. core belief, in our Conceptual Framework, provides part of the foundation upon which we have constructed our current programs. In course work and in field experiences, candidates are provided feedback to improve their knowledge and practice in relation to teaching diverse learners.

Early in the process of preparing for performance-based assessment, the faculty began an examination and discussion of their courses in relation to developing an inclusive environment not only in their own classes but also of the tasks that candidates engaged in as they progressed through their programs. Faculty also indicated how INTASC standards relating to diversity were addressed in some way in their classes. This self-assessment became part of each program’s INTASC standards alignment. (See INTASC Standards Program Matrix for English; however all programs have a similar matrix online in their program support documents.) Each program also developed a matrix of experiences that candidates encountered throughout their programs. One component of the matrix is diversity. (See Program Performance Assessment Matrix for English as an example.) It soon became evident that having a range of resources available would assist faculty as they developed tasks and experiences for candidates.

The Diversity Resources Center (DRC) was initiated by Dr. Megan Boler, and currently is a collaborative effort with Dr. Kathleen Carico, Dr. David Hicks, Dr. Ann Potts, Ms. Susan Ariew, and graduate students Kelly-Ann Nugent, Samantha Christopher, and Evelyn Thornton. The database management system and web delivery methodology were designed and implemented by Dr. Peter E. Doolittle. The project has been funded internally at Virginia Tech by the Department of Teaching and Learning, the Center for Excellence in Undergraduate Teaching (CEUT), the College of Human Sciences and Education (CHSE), and the Office of Multicultural Affairs. The purpose of the Center is to help create social equality by transforming educational practices and curricula.

A primary outcome of the DRC is a searchable database for print, media, and web-based resources relevant to developing "diversity-inclusive" curricula and pedagogy for use by Virginia Tech education candidates and faculty, as well as students and faculty at-large. The DRC consists of a searchable Internet database of books, journals, articles, videos, websites, and other resources addressing diversity issues relevant to K-12 curricula in all subject areas. The database is organized so that the user can select (a) subject area (e.g. English, Science, Math); (b) a format (e.g. book, video, journal, lesson plan, website); or, (c) social issue, (e.g. race, class, gender). The searchable database directs the user to materials that are primarily located at the Virginia Tech Newman Library, on the World Wide Web, or the Diversity Resource Center Library in 300 War Memorial Hall.

Another resource developed by faculty is called “Integrating an Appreciation of Cultural Diversity into Teaching.” This Diversity Guidebook (on CEUT web page) co-authored by Jane Abraham, a Teaching and Learning professor of educational psychology, provides a discussion of theory and explicit practices that create a welcoming college classroom environment.

At the point that program performance assessment matrices were being developed for each program, faculty began looking at their syllabi for ways to develop more tasks that would engage candidates in a wide range of experiences relating to diversity. In addition to specific program course activities, program faculty met with the faculty who teach core professional studies courses. Social Foundations, a course that all candidates take, already dealt with different aspects of diversity in various ways but decided to ensure that there were specific tasks and activities that all candidates would do. For example, three tasks in Social Foundations center on diversity issues in different ways. The first is a 3-part reflection paper (with assessment rubric) structured to have candidates in initial preparation programs explore their experiences with broadly diverse populations and to self-assess their perceptions and preparation. The second is a cohort (team) teaching task (with rubric) that builds on the aspirations and strengths of students’ homes and communities as well other students’ strengths in language, interests, and talents and should reflect the concerns and perspectives of historically marginalized groups. And the third is a cohort (team) 2-part media study and research report (with rubric) on a cultural diversity topic.

There is a constant stream of multicultural activities throughout the college and university for faculty and candidates to select from. The University Multicultural website provides descriptions and announcements of upcoming events. Secondary faculty require candidates to participate in at least one of the events each semester, and candidates reflections on the events serve as the basis for class and group discussions. CHSE also has a Diversity Committee that meets regularly and sponsors workshops and events.

On the other hand, more needs to be done and is reflected in the transitional plan. On the Exit Survey (EBI) of Initial Program Completers in 2002, the only item we ranked 6^th in comparison to six other comparable universities was in classroom equity/diversity, defined as the degree to which their course work helped them teach children from diverse academic and ethnic backgrounds. (Ranked 10 in Carnegie group of 20, and 17 in 40 participating schools.) Our analysis suggests that it is the diversity piece of that category rather than academic differences of students because candidates have a special education course, complete a variety of tasks in several professional education courses that call for planning to meet individual differences, and have field experiences in inclusion settings. We believe it is the absence of diversity among peers and faculty that is generating this response. In addition to the new multiple approaches described above to addressing different facets of diversity undertaken this current year, the elementary faculty decided to initiate a new approach for its field experiences beginning in Fall 2003. Candidates will have field experiences in both a full-inclusion setting and in schools offering them the widest range of diversity in the area (Roanoke City). While this approach necessitates giving up the year-long field experience in a single school setting, where student teachers worked as partners with clinical faculty and were fully integrated into the school as a learning community, the elementary faculty believe that it is critical to offer more diverse field experiences to all candidates. Therefore, they made that decision, knowing it will be difficult to maintain the sense of learning community that this year’s candidates have had. We look forward to data from the 2003 and 2004 surveys to determine the effect of these approaches and whether more steps should be taken.

Advanced Programs describe in their assessments plans the skills and dispositions that candidates must demonstrate to meet one of the outcomes of advanced programs articulated in the Conceptual Framework, that of using school and community diversity to enhance learning experiences. For example in the Reading Specialist program there are specific tasks relating to community, communication, and advocacy. Candidates also take a course in Literature, Language, and Culture that looks at the intersection of these elements on teaching and learning. In Counselor Education, the use of tapes in counseling sessions provide feedback and opportunities for self-assessment.

Element 2. Experiences Working with Diverse Faculty

Eleven percent of the Unit faculty (those in the two education departments and the Early Childhood Program) designate themselves as minorities. The faculty of the Unit come from a broad geographic range; some were educated in European and Asian universities; and others are first-generation doctorates. There is a good balance of female and male faculty with 36 women and 44 men. (See Professional Education Faculty for Fall 2002.)

The College and the University have on-going efforts to increase the hiring of minority faculty, and retention of those faculty has become part of that effort. The University’s Diversity Strategic Plan lays out the contribution that a diverse faculty makes to a university and maps a plan to increase the diversity of faculty. Accompanying the strategic plan are revised procedures for faculty searches. The College was the second one in the University to write its faculty search procedures to implement the University guidelines.

Faculty retention is an important focus of the College as it strives not only to recruit diverse faculty but to retain them. One example of self-assessment of our practices is the College Diversity Summit held in Spring 2003, sponsored by the College Diversity Committee. During a half-day meeting, work groups and discussions centered on “Maintaining a Supportive Climate” in which faculty can work. Questions such as, What can the college do to enhance retention? Why do faculty leave Virginia Tech? Why do faculty stay? guided the inquiry.

A university wide, all day meeting, sponsored by the Provost’s office, the Office of Multicultural Affairs, and the College of Human Sciences and Education, was open to all faculty to participate. Dr. Cathy Trower, of Harvard University and the principal investigator on the Study of New Scholars was the facilitator. These are but two of the most recent events to focus on faculty diversity.

Element 3. Experiences Working with Diverse Candidates

The ethnic diversity of candidates in initial preparation programs has ranged in the last four years from the current 5 percent to 8 percent. (Click here for Diversity Summary of Program Completers.) However, Virginia Tech attracts many candidates from rural southwestern Virginia, and the student body as a whole has an international flavor that enhances candidates’ opportunities to broaden their experiences. In fall 2002, undergraduate students who classified themselves as other than white comprised 20 percent of the student body while graduate students who similarly classified themselves comprised 38 percent. Five percent of the total student body was African-American. (Click here for University Enrollment by Ethnicity and Gender.) The statistics for Virginia, based on 2000 census data, are white 72.3 percent, African American 19.6 percent, Hispanic and Latino 4.7, Asian 3.7 percent, American Indian and Alaska Native .3 percent, Pacific Islander .1 percent. The ethnic diversity of our candidates on campus does not equal either the University or the state percentages.

Many of our Advanced Programs are offered as cohorts in areas of great diversity, such as northern Virginia at Falls Church, Richmond, and Hampton Roads. As a land grant university, we serve the Commonwealth. Therefore, doctoral cohorts in educational administration and principal preparation cohorts are located in these population areas as are master’s degree and educational specialist programs in counselor education and reading specialist credentialing. Minority candidates scheduled for completion in spring 2003 comprise 40 percent of the principal preparation programs, 16 percent of the counselor education programs, and 15 percent of the reading specialist program. (Click here for Diversity Summary of Program Completers.)

Element 4. Experiences Working with Diverse Students in P-12 Schools

Virginia Tech candidates have opportunities to work with a wide range of diversity in our school placements. Montgomery County Schools, the public school division in which Virginia Tech is located, has a large international population coming from Asia, the Middle East, South America, all parts of Europe, Africa, Australia, and even Iceland. Many of our elementary candidates teach in settings with an amazing cultural diversity. ESL (international) students comprise 16 percent of the Gilbert Linkous student body, one of our clinical placement partners. Other school partners with international students are Harding Avenue with 10 percent, and Margaret Beeks and Kipps Elementary with 7 percent each.

Roanoke City Public Schools provides opportunities for our candidates to work in an urban setting where minorities comprise the majority school populations. The following chart gives the Fall 2002 percentages for the schools where we place candidates in Roanoke City.

School	Total Enrollment	American Indian/ Alaskan Native	Asian/Pacific Islander	Black, not Hispanic	Hispanic	White, not Hispanic
William Fleming HS	1,1415	0.2	2.4	57.0	2.0	38.4
Huff Lane	273	0.4	3.6	56.8	6.2	33.0
Lincoln Terrace	215	0.0	0.0	56.7	1.9	41.4
Roanoke Academy	225	0.0	0.0	90.2	0.9	8.9
Virginia Heights	310	0.3	0.7	35.0	2.0	62.0
Westside	645	0.2	0.6	73.3	3.6	22.3

We have a “learning community” partnership with William Fleming High School that focuses on candidates’ becoming involved with the community that serves the school. Candidates in English, social studies, and science education have a year-long field experience (both the early field placement and the student teaching internship) at William Fleming in order to become an integral part of the school learning community and the students’ community. Candidates in the elementary Roanoke cohort during the last two academic years have had a year-long field placement at Westside, Huff Lane, or at Cundiff Elementary (Roanoke County), selected because the majority of students come from low SES families. PK-12 faculty collaborating with us are providing more direct feedback to students regarding their ability to attend to the needs of diverse students. Initial individual program efforts in Roanoke City are now maturing to a stage that will allow coordination and consolidation of efforts in what we envision as a system-wide collaboration as we add three more urban, high needs schools to our elementary partnership: Lincoln Terrace, Virginia Heights, and Roanoke Academy for Math and Science.

Montgomery County Schools has been a leader in serving students with special needs in “inclusion” PK-12 classrooms. Roanoke County Schools adopted that approach three years ago. All our candidates are required to take at least one course in teaching students with exceptionalities. Therefore, these field placements are especially important as they apply their knowledge, dispositions, and skills in “inclusive” classroom settings.

While both school divisions offer opportunities for our candidates to work with diverse student populations, they are very different settings. Therefore, during the next academic year, the elementary program will require all candidates to have placements in both Roanoke and Montgomery County. After extensive discussions, the program faculty decided that, although the year-long field experience in one school had advantages, they were more committed to increasing the opportunities for all candidates to work with a wider range of diverse students.

Advanced programs almost always take place in cohorts where candidates’ jobs are located. Therefore, those candidates have a wide range of experiences. The Reading Specialist program in located at the Northern Virginia campus and draws on primarily Fairfax County teachers. Those schools have high proportions of ESL students and minority students. The principal preparation programs also are located in areas offering candidates diverse experiences with students, for example, in northern Virginia, Roanoke, and Richmond. The doctoral cohorts in Educational Leadership and Policy Studies are offered in off-campus locations representing large minority student populations, e.g. Hampton Roads and Richmond.