Diversity and Inclusiveness in

Graduate School of Education

Presented by Diversity Task Force

Key Indicators for Assessing Institutional Progress Towards Diversity Goals

Climate &

Intergroup Relations

INSTITUTIONAL MISSION

.

Access

&

Success.

Education &

Scholarship

InstitutionalViability

& Vitality

C D

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.

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.

Item Plan NotesA Climate &

Intergroup Relations

1 Tip Sheet on Universal Design

Hand-out prepared

2 Partnership survey Decided to postpone this to next year

Item Plan Notes

B Education & Scholarship  

3 Syllabi Review Hand-out Prepared

4 Work Sample/ Practicum Analysis for Licensure candidates

In Process

5 Program Faculty Curriculum Projects

Postponed to next Year

Item Plan Notes

C Access & Success for Students

 

6 Update & Expand Data on student success

Updated

7 Recruitment & Retention Plans for students

Will work on over the Summer

Item Plan Notes

D Institutional Viability & Vitality

 

8 Update & Expand Data on Faculty/ Staff success

Updated

9 Recruitment & Retention Plans for faculty

University policy on hiring for this year & follow-up next year

10 Climate Survey Revisited & Debriefed (14 questions and issues developed)

Faculty Diversity

Gender Distribution

2004 2005 2006 2007

Total 47 47 50 49 Full Time

% Female 63.8 59.6 58.0 57.1%

Total 31 18 8 16 Part Time % Female 38.7 77.8 87.5 81.3

Total 51 67 176 Adjunct

% Female 62.7 64.2 N/A 65.9

Race/Ethnic Distribution : Full Time

2004 2005 2006 2007 N % N % N % N % White 38 80.9 36 76.6 38 76 37 75.5 Non-White 8 17.0 11 23.4 12 24.0 12 24.5 Unknown 1 2.1 0.0 0.0 0 0.0 0 0.0 Total 47 100.0 47 100.0 50 100.0 49 100.0

Race/Ethnic Distribution : Part Time

2004 2005 2006 2007 N % N % N % N % White 27 87.1 17 94.4 8 100.0 16 100.0 Non-White 3 9.7 1 6.6 0 0.0 0 0.0 Unknown 1 3.2 0 0.0 0 0.0 0 0.0 Total 31 100.0 18 100.0 8 100.0 16 100.0

Race/Ethnic Distribution : Adjunct 2004 2005 2006 2007 N % N % N % N % White 38 80.9 65 97.0 N/A N/A 132 75.0 Non-White 8 17.0 2 3.0 N/A N/A 8 4.5 Unknown 1 2.1 0 0.0 N/A N/A 36 20.5 Total 47 100.0 67 100.0 N/A N/A 176 100.0

GSE Student Diversity

Percent Students Who Are Female

2002 2003 2004 2005 2006 2007 C & I 77.1 77.0 76.8 73.2 79.3 81.8 EPFA 55.9 59.6 57.4 57.0 56.7 63.3 SPE/COUN 84.3 77.7 71.8 79.6 74.9 81.1 GTEP 71.6 70.2 67.2 70.0 70.4 63.3 Doctoral 73.1 75.0 70.4 76.0 68.0 64.0 GSE Total 71.0 71.4 68.1 69.8 70.9 62.2

Percent Students Who Are White

2002 2003 2004 2005 2006 2007 C & I 72.6 70.0 75.7 76.8 73.3 75.8 EPFA 83.0 73.5 76.8 73.1 72.1 65.9 SPE/COUN 80.0 79.2 78.3 82.2 80.8 76.6 GTEP 79.5 77.9 81.0 82.0 74.8 73.9 Doctoral 73.1 57.1 57.1 59.3 72.0 52.0 GSE Total 77.3 74.4 77.2 78.3 75.0 73.2

Addressing Diversity

and Inclusiveness in Our Syllabi

1. Selected syllabi at random

Fall 2007 coursesStratified random sample: 5 from COUN 14 from CI 6 from EPFA 6 from SPED 2 ED courses

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

5. Looked for references to diversity and inclusiveness.

In: Course titleCourse descriptionCourse goals/objectivesRelated professional standardsTexts or assigned readingsStudent expectationsCourse assignmentsActivities in course schedule

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…”

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.

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…”

Texts or Assigned Readings Various different applications

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…”

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…”

Course Schedule

Examine gender differences Learning Style Inventory Understanding cultures Social construction of identity Families in cultural contexts

Future Work1. Partnership Survey2. Work Sample Analysis3. Program Faculty Curriculum Projects4. Maintain & update disaggregated data on

students & faculty5. 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