II. Unit Standards

Standard 4: Diversity

4.1 How does the unit prepare candidates to work effectively with all students, including individuals of different ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and/or geographical area?

Chadron State College and the unit are committed to graduating competent, professional, and caring teachers with the requisite knowledge, skills, and professional dispositions to support all students learning. Embracing the concept of diversity through valuing our differences is a part of that commitment; preparation programs are intentionally planned with the goal of exposing candidates to a variety of learning environments and student characteristics. The unit’s core beliefs include the following ideas: #1) All students are capable of learning; #2) The teacher’s role is to facilitate the learning process for every student; #6) Holding appropriately high learner expectations is essential to the learning process; and #8) All aspects of diversity must be valued and respected within the learning environment. (Exhibit 4.3.a: CSC’s Visionary Leaders for Lifelong Learning)

Merriam-Webster defines Diversity as, “the condition of having or being composed of differing elements …” Variety is given as a synonym for diversity. (http://www.merriam-webster.com/dictionary/diversity retrieved 10/12/2012) America has always been a diverse nation, built upon the strengths of its many peoples. The unit realizes the value of differences and the responsibility to model and promote diversity within its many aspects. The unit recognizes diversity and related issues in cultures, ethnicity, religion, gender, learning styles, age, sexual orientation, language, geographic area, exceptionalities, and socio-economic class. The population of CSC’s service region is considered sparse; however, current economic opportunities have made Nebraska a fast-growing population state. In terms of ethnic and racial diversity, the largest groups in the region are Hispanic and Native American. Many new Nebraskans are non-English speaking immigrants. In addition to ethnic and racial diversity, other forms of diversity (by definition) may be found within the CSC service region. Poverty is the predominant diversity most candidates encounter.

CSC has designed a comprehensive teacher education program and a conceptual framework, Visionary Leaders for Lifelong Learning, of which a primary focus is Human Relations/Diversity. The unit expects all candidates to work toward: 1) demonstrating a respect for diversity in all people and recognizing their own biases; 2) working toward resolving conflicts in positive ways, encouraging group collaboration, problem solving and decision-making while respecting divergent opinions; and 3) showing willingness to model and exhibit

Standard 4

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions

necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for

candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools.

tolerance for all persons and backgrounds, and fostering relationships with school colleagues, parents, and agencies of the larger community. (Exhibit 4.3.a)

CSC strives to infuse diversity into college-wide experiences and curriculum. CSC Vision 2011 - CSC Strategic Plan and the updated Re-imagining CSC Strategic Plan . Recruitment of diverse faculty members and students/teacher education candidates is an ongoing effort. (Presidential Committee--Diversity and Affirmative Action http://www.csc.edu/president/committees/2011/#diversity) In the education unit instructors provide candidates with opportunities to interact with diverse populations through curriculum components, presentations, and field trips; field experiences and clinical practice settings include schools in predominantly in our region as well as candidate-selected schools in other states. Candidates are provided with a “sense of place” by embracing the rural regional culture and challenged to develop the range of skills necessary to become effective classroom teachers wherever their journey leads them.

Design, Implementation, and Evaluation of Curriculum and Experiences

Initial Teaching Programs Candidate proficiencies related to diversity are based on institutional standards, the

education unit’s conceptual framework, Visionary Leaders for Lifelong Learning and Nebraska Department of Education standards (NDE Rule 20) (Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs. (Exhibit 4.3.a) NDE Rule 20 program performance standards are based on Interstate New Teacher Assessment and Support Consortium (InTASC) Principles and are focused on candidates’ impact on P-12 student learning. (Exhibit 4.3.a) The teacher education unit’s diversity proficiencies are guided by Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsementsand the CSC Teacher Education Handbook, (p. 3-4).

CSC Visionary Leader conceptual framework Human Relations/Diversity principle states: “Successful candidates, whether from initial or advanced programs, will know, understand, and respect the value for developing and maintaining a physically inclusive and emotionally safe classroom environment conducive to effective learning that encourages voicing student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.” (Exhibit 4.3.a)

NDE Rule 20 standards incorporated into the unit’s curriculum include: Adapt lessons and instructional style to meet the needs of diverse learners Recognize sources of biases in instructional materials Relate effectively to other individuals and groups in a pluralistic society (Exhibit 4.3.a)

The CSC Visionary Leader conceptual framework is designed around three distinct curricular areas, including: a) General Studies (now Essential Studies) which provides the broad education base of a college education, b) Specialty Studies which provide specific knowledge bases, and c) Professional Studies which prepares candidates as professional teachers. Curriculum, field experiences, and clinical practice promote candidates’ development of knowledge, skills, and professional dispositions related to diversity. (Exhibit 4.3.a)

The unit prepares all candidates to work effectively with all students including individuals of different ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and/or geographical area. Diversity topics include: poverty, multisensory learners, brain-based learning, harassment and bullying, materials and assessment bias, English language learners, universal design for teaching and learning, Response to Intervention, high ability learners, encouraging family and community involvement, and

communication. Supporting the CSC Visionary Leader conceptual framework, many CSC syllabi address diversity concepts. (Syllabi may be accessed by contacting Dr. Margaret Crouse, Education Unit Dean.)

As candidates progress through program gateways and courses, (Exhibit 4.3.a: Initial Program Gateway Table) the assessment process provides them with feedback concerning their progress in all areas including diversity. Dialog between candidates and supervising faculty, candidates and cooperating teachers, and candidates and peers provides continuous reference to knowledge, skills, and professional dispositions with culturally diverse students who demonstrate different learning styles. Candidates incorporate multiple perspectives in the subject matter being taught or services being provided.

Candidates are taught and assessed on the unit’s Human Relations/Diversity conceptual framework proficiencies at the freshman level (EDUC 131), sophomore level (PSYC 231), junior level (EDUC 300/320), and during clinical practice (teacher internship/student teaching). (Standard 1 Exhibits 1.3.c & 1.3.d)

Field experiences are found in EDUC 131 Introduction to Teaching (10 hours) and PSYC 231 Educational Psychology (15 hours). These courses require brief, observational field experiences in P-12 classrooms. The EDUC 320—Elementary/Middle School Observation and Participation class requires students to be in two or more classrooms at different levels and adds an additional 100 hours for elementary candidates and 75 hours for secondary candidates (EDUC 300). Professors who teach these courses and P-12 cooperating teachers assess candidate proficiencies related to Human Relations/Diversity. Between the years 2007-2011, CSC initial program candidates logged a total of 100-125 field experience hours in P-12 schools across 16 states and 1 Canadian province prior to the professional year. (Exhibit 4.3.f: Standard 3 Table 3.1a: CSC P-12 School Partners Initial Program Feld Experiences: Fall 2010-Spring 2012 Field Experience Schools) Data are gathered, aggregated and used to provide feedback to candidates for improving their knowledge, skills, and professional dispositions in relation to helping students from diverse populations learn. (Standard 1 Exhibits 1.3.c & 1.3.d)

As mandated by federal law IDEA, many special services are delivered in an inclusive, least restrictive educational setting/environment–the general education classroom. As a result, candidates have opportunities to work directly with students of all ability levels. Given these opportunities for working with diverse learners, CSC requires SPED 230 Intro to the Exceptional Learner, SPED 334 Differentiated Instruction for the Diverse Classroom, and SPED 412 SPED Practices and Strategies for all regular education teacher candidates. (Exhibit 4.3.b) These courses require a heightened awareness of different learning styles and an ability to adapt instruction or services appropriately for all students, including linguistically and culturally diverse students and students with exceptionalities.

During the Professional Semester (Block), candidates take EDUC 415 Human Relations/Multicultural Education. (Exhibit 4.3.b) Class requirements include two diversity experience trips: 1) The first diversity experience is in Lexington, NE, schools where candidates experience a bi-lingual school and ELL schools serving Hispanic, Somali, and Sudanese immigrant populations (Exhibit 4.3.b), and 2) The second diversity experience is in Pine Ridge Reservation schools where candidates experience Pine Ridge School (a Bureau of Indian Education school) and Red Cloud Indian School (a private Jesuit school). During these experiences, candidates are encouraged to assist teachers and interact with students in P-12 classrooms. (Exhibit 4.3.b) A debriefing session follows each experience. Teacher intern placements are arranged by the director of field experiences and monitored by

CSC faculty supervisors. Between the years 2007-2011, CSC initial program teacher intern clinical practice occurred in P-12 schools in eight states with most candidates being placed in the four states bordering western Nebraska. (Exhibit 4.3.f: Standard 3 Table 3.1b: CSC P-12 School Partners Initial Program Clinical Practice (Teacher Internship/Student Teaching): Fall 2010--Spring 2012) At some sites, school administrators assign the candidate’s cooperating teacher(s) which may either limit or enhance the diversity the candidate experiences. During these clinical experiences, candidates interact with a variety of teachers and their P-12 students who come from economically and racially/ethnically diverse backgrounds, and who have exceptionalities. Through lesson plans and student interactions teacher interns develop a classroom and school climate that values diversity. (Exhibit 4.3.a: CSC Teacher Intern Guidebook(secondary) & Elementary Education Professional Year Guidebook) Teacher interns demonstrate behaviors that are consistent with the ideas of fairness and the belief that all students can learn.

An area for improvement in the 2006 NCATE visit was given for not having assessment data that are systematically collected and analyzed on the candidates’ ability to help all students learn. As a result, unit faculty members (1) analyzed the Teacher Intern Checklist to determine conceptual framework items that relate to the candidate’s impact on student learning, and (2) refined the Teacher Work Sample to place more emphasis on understanding and accommodating diverse learner needs.  Data analysis has been refined to better evaluate candidate’s impact on student learning as described in the following section. (Exhibit 4.3.c: Standard 1 Exhibits 1.3.c & 1.3.d)

Human Relations/Diversity items assessed during the teacher internship by the cooperating P-12 teacher, college supervisor(s), and intern, using the Teacher Intern Checklist (Exhibit 4.3.c) are:

(K) The candidate demonstrates a respect for diversity in all people and recognizes his/her own biases.

(S) The candidate works to resolve conflicts in positive ways. The candidate encourages group collaboration, problem solving and decision-making while respecting divergent opinions.

(D) The candidate shows willingness to model and exhibit tolerance for all persons and backgrounds; The candidate fosters relationships with school colleagues, parents, and agencies of the larger community.

Additionally, teacher interns develop a teacher work sample during their internship semester. The first component of the Teacher Work Sample involves candidates in researching the contextual information regarding their district, school, and classroom. Candidates consider the contextual factors as they develop lesson plans, accommodations for exceptionalities, and appropriate assessments. Reflection questions cause candidates to examine their teaching and assessment practices in relation to their P-12 students’ learning outcomes. (Exhibit 4.3.b: TWS assignment, TWS rubric, TWS reflection questions)

Teacher internship performance data may be viewed at: Table 4a.1: Mean Ratings for Conceptual Framework Items Relating to Human Relations/Diversity Proficiencies as Measured by the Teacher Intern Checklist (Exhibit 4a.1 & 4.3.c), Standard 1 Table 1d.1: Mean Ratings for Conceptual Framework Items Relating to Effects on Student Learning as Measured by the Teacher Intern Checklist, and Standard 1 Table 1a.5 All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011 Summary (Exhibit 4.3.c)

Candidate proficiency in relationship to Human Relations/Diversity and the candidates’ impact on P-12 student learning are also assessed through follow-up studies of initial program graduates and their employers. Data may be viewed at: Table 4a.2: Conceptual Framework Human Relations/Diversity Items as Measured by Initial Program Follow-up Survey (Exhibit 4a.2 & 4.3.c) and Standard 1 Table 1d.2 Conceptual Framework Items Relating to Candidate’s Effects on Student Learning as Measured by Follow-up Survey (Exhibit 4.3.c)

Advanced Programs for Teaching and Other School ProfessionalsMost advanced program candidates’ coursework is delivered online. Advanced

candidates are located in a wider variety of states than would be possible with a campus-based program; this allows a wider variety of diversity opportunities. Table 4c.1: Graduate Student Enrollment –By Ethnic Group & Major (Fall 2005 & Fall 2012) illustrates the changing demographics of CSC’s advanced program candidates, allowed by the online delivery of courses. (Exhibit 4.3.e) Graduate candidates interact with colleagues, mentor administrators, and fellow candidates. As graduate candidates interact, they bring a wider vision of diversity to the program through forums and discussions. Advanced programs include course assignments and field experience opportunities aimed at increasing competence in working with diverse audiences. All advanced programs are based on the specific program standards described below and those standards are aligned with the CSC Visionary Leader conceptual framework. The CSC Visionary Leader conceptual framework Human Relations/Diversity principle states: “Successful candidates, whether from initial or advanced programs, will know, understand, and respect the value for developing and maintaining a physically inclusive and emotionally safe classroom environment conducive to effective learning that encourages voicing student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.” (Exhibit 4.3.a)

An area for improvement in the 2006 NCATE visit was given for the lack of field experiences and internships being designed with exceptional populations and students from different ethnic, gender, and socioeconomic groups. Advanced candidates are now asked to describe the populations served during their clinical experiences and if the population is not diverse relative to exceptional populations, including ethnicity, race, gender, or socioeconomic groups, the candidate is asked to spend a period of time in a diverse setting.

An additional area for improvement in the 2006 NCATE visit was given for not having assessment data that are systematically collected and analyzed on the candidate’s ability to help all students learn. As a result, unit faculty members examined all key assessment rubrics and identified conceptual framework items related to advanced candidates’ impact on student learning. Data analysis has been refined to better evaluate candidates’ impact on student learning as described in the following sections. (Exhibit 4.3.c: Standard 1 Exhibits 1.3.c & 1.3.d)

Curriculum and Instruction. Chadron State College offers one (1) degree program for advanced preparation for teachers—the Master of Education in Curriculum and Instruction at the elementary and secondary levels. Similarly to initial program candidates, master’s level teachers are taught and assessed on the education unit’s conceptual framework, Visionary Leaders for Lifelong Learning, and Nebraska Department of Education standards (NDE Rule 20) (Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs (Exhibit 4.3.a) NDE Rule 20 program performance standards are based on Interstate New Teacher Assessment and Support Consortium (InTASC) Principles and are focused on candidates’ impact on P-12 student learning. (Exhibit 4.3.a)

Candidates receive information about expected proficiencies through course syllabi and key assessment instruments. Core courses that emphasize human relations/diversity topics and/or focus on teaching and assessment practices that support the education of all students are: EDCI 633 Educational Philosophy, EDCI 635 Curriculum Development, EDCI 638 School Law, EDUC 539 Advanced Methods of Performance, SPED 530 Characteristics of Behavioral and Emotional Disabilities. (Exhibit 4.3.b) Other specialized courses in the elementary and secondary

options allow candidates to develop and apply knowledge, skills, and professional dispositions that increase their proficiencies in effective instruction for all students. Candidates in the Master’s of Curriculum and Instruction reading emphasis may choose to complete the additional reading specialist endorsement program requirements; those requirements include READ 636 Practicum in Reading with 100 clinical practice hours.

C&I candidates develop a professional portfolio that is presented at the time of the culminating oral examination. The portfolio includes a reflective summary for each course and specifically focuses on each component of the conceptual framework, including Human Relations/Diversity proficiencies.

Human Relations/Diversity proficiencies are demonstrated through coursework performance (GPA), culminating oral examination, and follow-up studies of C&I graduates and their employers. (Exhibit 4.3.c Standard 1 Exhibits 1.3.c &1.3.d) Human Relations/Diversity items assessed are:

(K) Develop curriculum based on diverse learner needs and abilities. (S) Implement curriculum based on diverse learner needs and abilities. (D) Demonstrate cultural awareness, gender sensitivity, and racial and ethnic appreciation in

fostering an inclusive learning environment. C&I candidates’ impact on student learning is also assessed through selected conceptual framework items: Leadership, Assessment, Human Relations/Diversity, Methodology/ Technology, Professionalism, and Thinking Skills. (See Table 1d.3 for specific items.) (Exhibit 4a.3)

C&I performance data may be viewed at: Table 4a.3: Mean Ratings of Human Relations/Diversity Items for Master of Education in Curriculum and Instruction--Elementary & Secondary Recipients from Oral Examination and Graduate and Employer Follow-up Studies (Exhibit 4a.3 & 4.3.c) and Standard 1 Table 1d.3: Mean Ratings of Conceptual Framework Items for Effects on Student Learning for Master of Education in Curriculum and Instruction—Elementary & Secondary Recipients by Oral Examination and Graduate and Employer Follow-up Studies (Exhibit 4.3.c)

Education Administration. Administrative programs at the master’s level are based on the Interstate School Leaders Licensure Consortium Standards for School Leaders (Council of Chief State School Officers, 1996). (Exhibit 4.3.a) The ISLLC standards were adopted by the Nebraska Department of Education as reflected in Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements and aligned with the CSC Visionary Leader conceptual framework. (Exhibit 4.3.a)

Coursework, field experiences/clinical practice, and assessments are designed to prepare candidates for professional roles and assess their competence for those school leadership roles based on the ISLLC standards. Candidates receive information about expected proficiencies through course syllabi, field experience and clinical practice handbooks, and key assessment instruments. Core courses that emphasize human relations/diversity topics and/or focus on practices that support the education of all students are: EDCI 633 Educational Philosophy, EDCI 635 Curriculum Development, EDCI 638 School Law, EDAD 632 Supervision of Instruction, EDAD 633 School Administration and Leadership, EDAD 636 Influences/School Administration, and EDAD Personnel Administration. (Exhibit 4.3.b)

During the two-semester Practicum clinical practice, interns are required to complete at least 200 hours of administrative-related activities with at least two different administrators from schools with different demographics. Candidates generally choose their clinical practice site(s) due to the sparsely populated nature of the region. (Exhibit 4.3.f) Between the years 2007-2011, CSC EDAD clinical practice occurred in 11different schools the four-state service region with candidates being placed in two additional states. (Exhibit 4.3.f: Standard 3 Table 3.1c: CSC P-12 School Partners Advanced Programs: Fall 2010-Spring 2012 Clinical Practice Schools) EDAD candidates develop a

professional portfolio that is presented at the time of the culminating oral examination. The portfolio includes a reflective summary for each course and specifically focuses on each component of the conceptual framework, including Human Relations/Diversity proficiencies.

Human Relations/Diversity proficiencies are demonstrated through coursework performance (GPA), culminating oral examination, clinical practice, and follow-up studies of EDAD graduates and their employers. (Exhibit 4.3.c Standard 1 Exhibits 1.3.c &1.3.d) Human Relations/Diversity conceptual framework items assessed are:

(D) Works to meet the educational needs of all learners in all settings. (D) Sets high expectations for meeting the needs of all learners.

EDAD candidates’ impact on student learning is also assessed through selected conceptual framework items related to: Leadership, Assessment, Communication, Human Relations/Diversity, Methodology/Technology, Professionalism, and Thinking Skills. (See Table 4a.5 for specific items.) (Exhibit 4.3.c)

EDAD performance data may be viewed at: Table 4a.4: Education Administration Candidates’ Mean Ratings for Conceptual Framework Dimensions by Oral Examination, Practicum Supervisor, and Follow-up Survey—Spring 2008 - Fall 2011 and Table 4a.5: Education Administration Candidates’ Mean Ratings Relating to Effects on Student Learning by Oral Examination, Practicum Supervisors, and Follow-up Studies—Spring 2008 - Fall 2011 (Exhibits 4a.5 & 4.3.c)

School Counseling. The School Counseling program is based on the Council for Accreditation of Counseling and Related Educational Programs (CACREP) (Exhibit 4.3.a) standards and the State of Nebraska Comprehensive School Counseling Program. Nebraska supports and has adopted the school counseling comprehensive model of the American School Counseling Association (ASCA). Both sets of standards are aligned with the CSC Visionary Leader conceptual framework. (Exhibit 4.3.a)

Coursework, field experiences/clinical practice, and assessments are based on the CACREP and ASCA standards and the CSC conceptual framework. Courses that emphasize human relations/diversity topics and practices include: COUN 531 Counseling and Communications Skills, COUN 533 Ethical and Legal Issues, COUN 534 Tests and Measurements, COUN 535 Multicultural Counseling, COUN 632 Career and Lifestyle Development, and COUN 635 School Counseling.

School Counseling candidates are required to take COUN 639 Counseling Practicum (Exhibit 3.10) where counseling sessions are completed and supervised by a school counselor. Candidates successfully accumulate a minimum of 100 clinical hours of which 20 hours will be direct contact hours. Candidates generally choose their field experience and clinical practice site(s) due to the sparsely populated nature of the region. (Exhibit 4.3.f) Between the years 2007-2011, CSC School Counseling clinical practice occurred in 18 different schools the Nebraska and three neighboring states. (Exhibit 4.3.f: Standard 3 Table 3.1c: CSC P-12 School Partners Advanced Programs: Fall 2010-Spring 2012 Clinical Practice Schools) Practicum candidates participate in regular group and individual supervision interacting with teachers and their P-12 students who come from economically and racially/ethnically diverse backgrounds, and who have exceptionalities. School counseling candidates develop a professional portfolio that is presented at the time of the culminating oral examination. The portfolio includes a reflective summary for each course and specifically focuses on each component of the conceptual framework, including Human Relations/Diversity proficiencies.

Human Relations/Diversity proficiencies are demonstrated through coursework performance (GPA), culminating oral examination, clinical practice, and follow-up studies of

School Counseling graduates. (Exhibit 4.3.c Standard 1 Exhibits 1.3.c &1.3.d) Human Relations/Diversity conceptual framework items assessed are:

(K) Understands characteristics and concerns of clients from diverse backgrounds. (S) Uses appropriate clinical skills for counseling culturally diverse clients. (K) Understands major lifespan development issues. (K) Understands individual and familial developmental stages. (D) Sensitive to gender issues. School Counseling candidates’ impact on student learning is also assessed through selected

conceptual framework items in the areas of Career Development (Methodology/Technology) and Helping Relationships (Methodology/Technology). (See Table 4a.8 for specific items.)

School Counseling Performance data may be viewed at: Table 4a.6: School Counseling Candidates’ Human Relations/Diversity Oral Exam Scores—Spring 2008 through Fall 2011, Table 4a.7: Chadron State College Counseling Alumni Evaluation Human Relations/Diversity Items Results, and Table 4a.8: Chadron State College Counseling Alumni Evaluation Effects on Student Learning (Exhibit 4.3.c)

Experiences Working with Diverse Faculty

Initial and Advanced ProgramsAn area for improvement in the 2006 NCATE visit was given for the lack of a diverse

faculty. CSC is committed to increasing faculty diversity. CSC is an Equal Opportunity Employer and follows federal guidelines. (Exhibits 4.3.g: NSCS and CSC policies) CSC faculty diversity is minimal, but good-faith efforts are being made to provide diverse faculty. CSC acknowledges this challenge. As vacancies occur, the Chadron State College human resources officer advertises both nationally and locally to fill vacancies. Optimizing diversity opportunities, national sources include, the Chronicle of Higher Education and Higher Ed Jobs. Regional sources include The Scottsbluff Star Herald and The Rapid City Journal which also includes a news conglomerate providing local exposure. Both The Lakota Times and Sun Valley News are used as well.

Overall, 81 of 86 CSC faculty members are White (94.19%), with 1 American Indian/Alaskan Native (1.16%), 3 Asian (3.49%), and 1 Native Hawaiian or Pacific Islander (1.16%) faculty members. The CSC total faculty is comprised of 51 males (59.3%) and 35 females (40.7%). Table 4b.1: Chadron State College Employee Profile identifies faculty and staff diversity and provides Education Department statistics. (Exhibit 4.3.g) Candidates in conventional and distance learning programs interact with both male and female professional Education Department faculty members as well as faculty members from other units.

Faculty members working with candidates both in professional education courses and in clinical practice settings are highly qualified. When compared to the 86 currently held full time faculty employed by Chadron State College, 76 (84%) hold terminal degrees. Of the 28 teacher education unit faculty with full-time appointments, 89% hold terminal degrees. All faculty members within the Education Department who teach in the advanced education programs hold earned doctorate degrees. (Exhibit 4.3.d: Standard 5 Exhibit 5.3.a: Faculty Qualifications Data Spreadsheet)

Faculty members come to CSC from many regions. They possess various experiences and backgrounds that enrich candidates’ experiences and prepare them as they move into clinical experiences with diverse students and those with exceptionalities. For example, Education Department faculty members bring a variety of experiences in working with diverse students: Dr. Linda Brown served as superintendent at two schools with high Native American populations; Dr. Hank McCallum has taught special education and was principal at an alternative school; Mrs. Janet Moeller has taught special education and served as special education director in a district

serving a large Lakota population as well as a high poverty population, and in a district with greater than 50% Hispanic population; Dr. Lorie Hunn taught in two different schools in two different states—both districts had high Native American and Hispanic populations; and Dr. Ann Petersen and Dr. Jesse Sealey have taught in inclusive classrooms and been involved with professional learning communities. (Exhibit 4.3.d: Standard 5 Exhibit 5.3.a: Faculty Qualifications Data Spreadsheet and Standard 5 Exhibit 5.3.a: Chadron State College Faculty Qualifications Details—2011-2012)

Faculty members are encouraged to travel to other countries through the Study Abroad and Study Away programs as sponsors of student/candidate groups. One example has been the Education Department’s London trip. (Exhibit 4.3.b) Candidates were able to view schools in the London area; the schools included diverse students and teachers. Faculty members also engage in personal international travel. In recent years Education Department faculty members have traveled to: Czech Republic, France, Germany, Italy, Poland, Mexico, and United Kingdom. Destinations include both visits to P-12 schools and cultural centers. These faculty experiences enable them to provide a broader, richer curriculum for candidates.

Experiences Working with Diverse Candidates

Initial and Advanced Programs“Our students hail from 35 states and 11 foreign countries. Many of our students reside

on our beautiful campus and enjoy the traditional college experience and many others come to us through our comprehensive distance learning opportunities from their homes around the state and country.” (Exhibit 4.3.h: CSC/NSCS Student Handbook 2012-2013, p. 1) This statement reflects the institution’s commitment to attracting and retaining a diverse student body. Efforts have focused on attracting international students and diverse students from the region and beyond. (Exhibit 4.3.h: Diversity Initiative Examples & Reports) Chadron State is striving to recruit students and potential teacher education candidates from areas outside of the region. Admission representatives are located in the Omaha area, the Front Range of Colorado, and Wyoming; an additional person is contracted to recruit students from California. All of these areas represent populations that are more diverse in ethnicity and culturally than our service region.

Prior to 2008 the CSC education unit worked to recruit teacher candidates from various cultures across Nebraska and Wyoming. The college offered scholarships to Hispanic candidates. This was not highly successful so CSC decided to take the education program to the students, offering the elementary education program at our regional sites in Scottsbluff and North Platte, NE, and Sheridan, WY. These efforts have expanded opportunities for more diverse candidates in those areas, both in age and ethnicity. (Exhibit 4.3.h: CSC Graduation Rates for Selected Groups)

CSC obtained funding for a Federal TRIO Programs (TRIO). [These] “are Federal outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to post baccalaureate programs.” (Exhibit 4.3.h) Participating in this program enables CSC to serve our student body more effectively as well as attract and retain at-risk students.

However, student/candidate demographics still primarily reflect the socio-economic status and ethnicity of the region—lower income (11.8% below the poverty level statewide) and white with areas of more concentrated ethnic diversity (Nebraska 81.8% White; 9.5% Hispanic; 4.7% Black; 1.3% American Indian). (Exhibit 4.3.f: http://quickfacts.census.gov/qfd)

Characteristics of CSC undergraduate student body and the education unit’s initial program:

*62% of CSC students are from Nebraska, followed by Wyoming (11%), South Dakota (8%), and Colorado (6%) (fall 2010)

CSC students mirror the demographics of Nebraska and the four-state service region. Of the 2,274 Fall 2011 CSC undergraduate students, 79% were White, 5% Hispanic, 3% Black, and 1% American Indian; education candidates average for fall 2010 through spring 2011 were 84.5% (2949) White, 3.9% Hispanic, 1.1% Black, and 1.4% American Indian. (Exhibit 4.3.e: Candidate Demographics Fall07-Spring11-11-9-2011Summaries & Exhibit 4.3.e: Selected Data on Candidate Demographics)

Average ACT score was 21.8, compared to a national average of 21. (Fall 2010) Of the CSC freshman submitting ACT reports, 28.9% scored 25 or above on the composite ACT

and the top ACT composite score equaled 31(Fall 2010) Of the CSC freshmen who have submitted high school class rank, 69% were in the top half of their

graduating class and 32% were in the top one-quarter. (Fall 2010) CSC students are likely to be first generation college students. Of those who responded, 55% of

CSC’s undergraduate students were first generation college students. From fall 2011 through spring 2011, 45% (1572) of the 3511 education candidates were self-reported first generation students. (Exhibit 4.3.e: Candidate Demographics Fall07-Spring11-11-9-2011Summaries)

CSC students are likely to be lower income. Of the 1118 fall 2010 through spring 2011, 46% (514) qualified for Pell grants.

CSC students ranged in age from 17-71. Gender: CSC 1,304 (57%) female, 970 (43%) male (Fall 2011); education unit 2319 (66%)

female, 1184 (34%) male (fall 2010 through spring 2011). (Exhibit 4.3.e: Candidate Demographics Fall07-Spring11-11-9-2011Summaries & Exhibit 4.3.e: Selected Data on Candidate Demographics)

Overall retention rates for freshman classes range from 64% for 2007 to 70% for 2009 with an average class retention rate of 63.3%. (Exhibit 4.3.e: http://www.csc.edu/ir/retention.csc) 

CSC’s retention rate for first-time students pursuing a bachelor’s degree is 66% for full time students and 21% for part time students (fall 2010-fall 2011) (Exhibit 4.3.h: IPEDS)

Characteristics of CSC graduate student body and the education unit’s advanced programs:

Ethnic diversity is growing in CSC’s graduate programs generally; anecdotal data suggests online C&I, EDAD, and School Counseling programs are also attracting more diverse candidates. However, Education unit data does not yet reflect that change in demographics for majors. (Exhibit 4.3.e: Candidate Demographics Fall07-Spring11-11-9-2011Summaries and Table 4c.1: Graduate Student Enrollment –By Ethnic Group & Major (Fall 2005 & Fall 2012))

Of the 577 Fall 2011 CSC graduate students, 81% were White, 3% Hispanic, 3% Black, 2% Asian, and 2% American Indian; education unit advanced program candidates average for fall 2010 through spring 2011 were 93.5% (2949) White, 0.2% Hispanic, 0.2% Black, 0.3% Asian, 0.3% Native Hawaiian and Pacific Islander, and 0.2% American Indian. (Exhibit 4.3.e: Candidate Demographics Fall07-Spring11-11-9-2011Summaries & Exhibit 4.3.e: Selected Data on Candidate Demographics)

Gender: CSC 339 (59%) female, 238 (41%) male (Fall 2011); education unit 426 (68%) female, 205 (32%) male (fall 2010 through spring 2011). (Exhibit 4.3.e: Candidate Demographics Fall07-Spring11-11-9-2011Summaries & Exhibit 4.3.e: Selected Data on Candidate Demographics)

CSC is committed to providing all students, including education unit candidates, with culturally diverse opportunities. These opportunities are offered through multiple venues, and are open to all faculty, staff, and students/candidates. The CSC Diversity Committee reports from 2008-2009, 2009-2010, and 2010-2011 summarize the myriad of campus activities, field

trips, speakers, faculty initiatives, and student foreign travel opportunities that are made available to students/candidates. (Exhibit 4.3.h) A few of the examples are described as follows:

Annual Chadron State College Pow Wow The International Club sponsors regular International Coffee Hour sessions, during which a

specific culture is presented and explored through interactive question and answer sessions, often via a student or panel of students representative of that culture.

The annual Galaxy Series presents speakers and events on campus, often with a particular culture and its practices as an element, or the awareness of related issues.

The Study Abroad Program also included student travel to Europe, London, and New Mexico. CSC hosted Daniel Matkasymov of Kyrgyzstan and Batyr Kairov of Turkmenistan as Junior

Faculty Fellows through the U.S. Department of State’s Junior Faculty Development Program in the spring semester of 2011.

CSC also received a grant from the U.S. Department of Education for the Near East and South Asia Undergraduate Exchange Program that allowed us to host 5 students from United Arab Emirates, India, Tunisia, Libya, and Pakistan in the fall semester of 2010.

“Science Abroad” Presentations: “Life and Death in East Africa,” Dr. Ann Buchmann; “Haiti Relief Mission,” Dr. Twila Fickel; “Malta: Location is Key,” Dr. Joyce Hardy; “Argentina, Projects Abroad,” Ashley Maxon and Jacob Zitterkopf; “Booze, Bogs and Blight: The Microbiology of Ireland,” Dr. Ann Buchmann; “Costa Rica,” Dr. Mike Leite

World Food Day and Living in the State of Poverty simulation was held on October 16, 2009. “A Celebration of Souls: Day of the Dead in Southern Mexico” photographic display from the Field

Museum in Chicago was on loan and displayed at the Mari Sandoz High Plains Heritage Center from May 24, 2008 – August 24, 2008.

Thomas Gouttierre, Director of the Center for Afghanistan Studies at UNO, spoke on Afghanistan and Pakistan issues in May 2009.

CSC Assistant Professor Dr. Humphrey Amukamara, who is a native of Nigeria, performed African dances, music, language, and dress on April 16, 2008.

A display of various Black historical and inspirational figures was in the Student Center display area for Black History month.

Women’s History involved a display of posters of female historical figures in the Student Center. The education unit provides weekly Professional Development Workshops for Block

candidates and others that address a variety of topics, including school security and safety and the use adaptive technologies to support student learning. Conferences, seminars, and visitors are hosted whenever possible in order to attract a variety of topics, experiences, and people to campus.

Experiences Working with Diverse Students in P-12 Schools

Initial and Advanced ProgramsCandidates have an opportunity to work with students in a variety of settings. Exhibit

4.3.f Clinical Practice Site P-12 Demographic Data shows schools that have hosted CSC teacher interns recently and their diverse characteristics, including racial/ethnicity, gender, exceptionalities, English language learners, and poverty. In recent years area P-12 districts that have with multiple elementary attendance centers have moved to age-based, rather than location-based attendance centers. This change has allowed candidates an opportunity to work with students representing all the types of diversity that occur in a community; those types typically include economic status, ethnicity, gender, and exceptionalities. Previously, the candidate’s opportunity to work with diverse students might have been limited depending on a particular school’s location in a district/community.As stated in an earlier section, one strategy to cause initial program candidates to become more

aware of P-12 student’s diverse characteristics is seen in the Teacher Work Sample (TWS) assignment during their clinical practice semester. The first section of the TWS requires candidates to research the contextual information regarding their district, school, and classroom. Candidates consider the contextual factors as they develop lesson plans, accommodations for exceptionalities, and appropriate assessments. Reflection questions encourage candidates to examine their teaching and assessment practices in relation to their P-12 students’ learning. (Exhibit 4.3.b: TWS assignment, TWS rubric, TWS reflection questions)

An area for improvement for advanced programs in the 2006 NCATE visit was given for the lack of field experiences and internships being designed with exceptional populations and students from different ethnic, gender, and socioeconomic groups. Advanced candidates are now asked to describe the populations served during their clinical experiences and if the population is not diverse relative to exceptional populations, including ethnicity, race, gender, or socioeconomic groups, the candidate is asked to spend a period of time in a diverse setting.

Tk20 will allow more efficient tracking of candidate field placements and more timely data on P-12 school/district student demographics; thus, giving the field experience office more information about a school’s context when placing candidates in field experiences and clinical practices. This data will be useful as the unit implements the Action Plan for Diverse Field Experiences. (Exhibit 4.3.i)

Summary for DiversityCandidates in initial and advanced teaching programs, Education Administration, and

School Counseling are performing between the Proficient (3) and Advanced (4) levels, using a 4-point scale on the unit’s key assessments that evaluate the Human Relations/Diversity component and on the conceptual framework items that examine their ability to impact learning for all students. Chadron State College continues to make a genuine, good faith effort in providing initial and advanced program candidates experiences with diverse faculty, fellow candidates, and P-12 students. Changes in coursework, delivery systems, field placement policies, and the data management system have supported this effort. The campus, as a whole, is working hard to recruit and retain qualified, diverse faculty members and students, and to provide campus, regional, national, and international opportunities for all.

Areas for improvement in the 2006 NCATE visit were given for deficiencies in (1) assessment data not being systematically collected and analyzed on the candidates’ ability to help all students learn, (2) the design of advanced program field experiences and internships in relation to the inclusion of exceptional populations and students from different ethnic, gender, and socioeconomic groups, and (3) having a diverse faculty. Each of these areas for improvement has been addressed with results described in the preceding sections. Continuous improvement activities and plans will show additional efforts being planned to further refine our practices in this area.

4.2.b Continuous Improvement Activities and Plans

Continuous Improvement

Summary of Activities and Changes Based on Data A dispositions assessment instrument was developed and implemented in EDUC 131,

PSYC 231, EDUC 320/300. This assessment is used for developing awareness of expected professional dispositions. This is not a key assessment; and data are not collected at this time. (Exhibit 4.3.a)

2008--CSC required SPED 334—Differentiated Instruction for Diverse Learners for all initial program candidates to better prepare them to meet diversity needs and implement all tiers of Response to Intervention (RtI) in regular education classrooms.

Chadron State College implemented field experiences during Block where candidates participate with P-12 students in multi-curricular reading/writing lessons. Host schools’ diversity and poverty demographics vary.

o 2008-2012—Oelrichs, SD K-6 Elementary students—Dr. Seuss Day Celebrationo 2007-2010—K-5 Hot Springs, SD—Writing/Science workshops o 2007, 2008, 2009, 2011—PreK-8 Sioux County Students at Harrison, NE—

Writing/Geography workshop 2007-present--Continuous updates to the Teacher Intern Checklist (TIC), elementary and

secondary guidebooks. Changes include more emphasis on defining expected dispositions and assignments focused on developing lessons and assessments appropriate for P-12 students diversity.

2007-present--Continuous updates to the Teacher Work Sample. Increased explanation is given on how to access school/district demographic data and how to use the data to better serve P-12 student needs. Candidates are now required to focus on accommodations for student exceptionalities in their lesson plans, assessments, and data analysis.

In 2008, the elementary Block added a dispositional self-evaluation form like that used by secondary block. Four components: Open to New Ideas, Tolerance to Dissidence, Interpersonal Skills, and Attitude all relate to Human Relations/Diversity. Candidates fill out their form at midterm. Block faculty review each candidate’s form and then give feedback on a second form, providing opportunity if remediation is needed. A copy of each candidate’s form is retained. Since this is meant to be a self-reflection, data is not aggregated.

2008-present--English language learner concepts have been addressed in classes. Jackie Guzman, a former ELL teacher presents information to Block students each semester.

Expanded Field Experience: In addition to the Pine Ridge field experience, in the fall of 2010 candidates visited

Lexington Public Schools which successfully educates both high needs ELL population and a diverse population. Candidates experienced ELL schools and a dual language school. They had the opportunity to interact with the Welcome Center Director who troubleshoots immigration issues.

One-time experimental trips included:o Fall 2010—Academy (on campus) candidates visited Roosevelt School in

Scottsbluff and the Guadalupe Center which acts as a community center for the Hispanic population.

o Spring 2011--Rapid City General Beadle School provided candidates with a glimpse of how the school can become a community center, health care provider, and food distribution center for the Rapid City Lakota community.

o During academic years 2008-09, EDUC 300/320 Observation & Participation candidates (junior level) participated in a one-day multicultural field experience to schools in Cheyenne, WY where they observed in P-12 schools with large populations of Hispanic students. This provided an urban education field experience for the elementary and secondary candidates. (Exhibit 4.3.b)

EDAD candidates complete a pre-course ISLLC standards-based assessment which helps them identify areas of strengths and weakness. EDAD Practicum candidates are now developing Personal Internship Plan (PIP) based on the 6 ISLLC standards. Candidates are being asked to document the diversity of their internship sites and complete additional hours at another site if there is little diversity in their primary sites.

Plans for Sustaining and Enhancing Performance Developing and implementing the Action Plan for Diverse Field Experiences (Exhibit 4.3.i) The Lexington field experience trip will be increased by one day. During the Lexington field experience candidates will prepare and teach lessons to

diverse learners in host schools. Secondary Block candidates will be included in the Lexington field experience. Include Shannon County reservation schools in the Pine Ridge field experience. TK20 continuous training for all faculty, staff and graduate assistants. Exploration will continue on ways to increase and document field experiences within the

Curriculum and Instruction degree program. We plan to ask C&I, EDAD, and School Counseling candidates to provide contextual information regarding their classrooms and/or schools. It is difficult to collect demographic data on the P-12 students who are impacted by our graduate candidates, as these candidates are usually employed within a school district which may not be in our traditional service region. Curriculum and Instruction candidates are located in schools that may be much more diverse than CSC’s traditional service region, as these candidates complete coursework online. EDAD and School Counseling may also be working in P-12 schools outside of our usual service region. Collecting contextual information will assist us in better preparing these candidates and serving the needs of P-12 students. For EDAD, the increased emphasis on collecting P-12 contextual information intensifies efforts to have each candidate experience a diverse student population.

4.3 Exhibits

Requested Exhibits4.3.a Proficiencies related to diversity that candidates are expected to demonstrate through working with

students from diverse groups in classrooms and schools.Visionary Leaders for Lifelong LearningRe-imagining CSC Strategic Plan http://www.csc.edu/documents/president/re-imaginingCSCstrategicplan.pdfNebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education ProgramsNebraska Department of Education, Rule 24: Regulations for Certificate Endorsements

Interstate New Teacher Assessment and Support Consortium (InTASC) PrinciplesInitial Program Gateway TableAdvanced Program Gateway TableCSC Teacher Intern Guidebook(secondary) Competency 17Elementary Education Professional Year GuidebookInterstate School Leaders Licensure Consortium Standards for School Leaders (Council of Chief State School Officers, 1996)http://wps.ablongman.com/ab_bacon_edadmin_1/0,6183,462533-,00.html.Council for Accreditation of Counseling and Related Educational Programs (CACREP)Nebraska/ASCA Comprehensive School Counseling Model at http://www.education.ne.gov/CARED/NEModel/index.htmlExhibit 4.3.a: Initial Program Candidate Proficiency Outcome/Expectations SummaryDispositional Survey—SelfDispositional Survey—Evaluator

4.3.b Curriculum components and experiences that address diversity proficiencies (this might be a matrix that shows diversity components in required courses)Exhibit 4.3.b: Lexington Schools Multicultural ExperienceLexington Public Schools http://www.lexschools.org/district-informationInformation about Wazí Aháŋhaŋ Oyáŋke (the Pine Ridge Indian Reservation): http://abcnews.go.com/2020/video/reservation-teen-beat-odds-14724657http://en.wikipedia.org/wiki/Pine_Ridge_Indian_ReservationPine Ridge School http://www.prs.bie.edu/PRSHistory.htmlRed Cloud Indian School http://www.redcloudschool.org/SPED 230 Intro to the Exceptional LearnerSPED 334 Differentiated Instruction for the Diverse ClassroomSPED 412 SPED Practices and StrategiesEDUC 415e and EDUC 415s Human Relations/Multicultural Education syllabiTWS assignment, TWS rubric, TWS reflection questions

EDCI 633 Educational PhilosophyEDCI 635 Curriculum DevelopmentEDCI 638 School LawEDUC 539 Advanced Methods of PerformanceSPED 530 Characteristics of Behavioral and Emotional DisabilitiesEDAD 632 Supervision of InstructionEDAD 633 School Administration and LeadershipEDAD 636 Influences/School AdministrationEDAD 638 Personnel Administration

Additional diversity experience opportunities:North to Alaska: Course sets sights on new frontier http://www.csc.edu/modules/news/public_news/view/9874Exhibit 4.3.b: Multicultural TripsExhibit 4.3.b: Holocaust ConferenceExhibit 4.3.h: International Coffee Hour flyerExhibit 4.3.h: Galaxy Series flyerCSC Diversity Activity Report 2010-2011CSC Diversity Report 2009-2010CSC Diversity Annual Report 2008-09CSC Study Abroad http://www.csc.edu/extended/abroad/

4.3.c Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference is appropriate.)Standard 1 Exhibit 1.3.c Key Assessments and Scoring Guides Summary (Initial Program)

Standard 1 Exhibit 1.3.c Assessments and Scoring Guides Summary (Advanced Programs)Standard 1 Exhibit 1.3.d Data and Summaries of Results on Key Assessments (Initial Program)Standard 1 Exhibit 1.3.d Data and Summaries of Results on Key Assessments (Advanced Programs)Please see Standard 1 for all scoring guides referenced. These scoring guides are also detailed and linked in Standard 1 Exhibit 1.3.c Key Assessments and Scoring Guides Summary (Initial Program) and Standard 1 Exhibit 1.3.c Assessments and Scoring Guides Summary (Advanced Programs)Teacher Intern ChecklistTWS rubricStandard 1 Table 1a.5 All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011 SummaryStandard 1 Table 1d.1 Mean Ratings for Conceptual Framework Items Relating to Effects on Student Learning as Measured by the Teacher Intern ChecklistStandard 1 Table 1d.2 Conceptual Framework Items Relating to Candidate’s Effects on Student Learning as Measured by Follow-up SurveyStandard 1 Table 1d.3: Mean Ratings of Conceptual Framework Items for Effects on Student Learning for Master of Education in Curriculum and Instruction--Elementary & Secondary Recipients by Oral Examination and Graduate and Employer Follow-up StudiesTable 4a.1: Mean Ratings for Conceptual Framework Items Relating to Human Relations/Diversity Proficiencies as Measured by the Teacher Intern ChecklistTable 4a.2: Conceptual Framework Human Relations/Diversity Items as Measured by Initial Program Follow-up SurveyTable 4a.3: Mean Ratings of Human Relations/Diversity Items for Master of Education in Curriculum and Instruction--Elementary & Secondary Recipients from Oral Examination and Graduate and Employer Follow-up StudiesTable 4a.4: Education Administration Candidates’ Mean Ratings for Conceptual Framework Dimensions by Oral Examination, Practicum Supervisor, and Follow-up Survey—Spring 2008 - Fall 2011Table 4a.5: Education Administration Candidates’ Mean Ratings Relating to Effects on Student Learning by Oral Examination, Practicum Supervisors, and Follow-up Studies—Spring 2008 - Fall 2011Table 4a.6: School Counseling Candidates’ Human Relations/Diversity Oral Exam Scores—Spring 2008 through Fall 2011Table 4a.7: Chadron State College Counseling Alumni Evaluation Human Relations/Diversity Items ResultsTable 4a.8: Chadron State College Counseling Alumni Evaluation Effects on Student Learning

4.3.d Data table on faculty demographicsTable 4b.1: Chadron State College Employee ProfileStandard 5 Exhibit 5.3.a: Faculty Qualifications Data SpreadsheetStandard 5 Exhibit 5.3.a: Chadron State College Faculty Qualifications Details—2011-2012

4.3.e Data table on candidates demographicsCSC Institutional Research Factbook http://www.csc.edu/ir/factbook.cscCSC IPEDS page (enrollment; retention – shows 6 year graduation rate by race/ethnicity for bachelor degrees) http://nces.ed.gov/collegenavigator/?q=Chadron+State+College&s=all&id=180948#programshttp://www.csc.edu/international/office/index.cscExhibit 4.3.e: Selected Data on Candidate DemographicsExhibit 4.3.e Candidate Demographics Fall07-Spring11-11-9-2011SummariesTable 4c.1: Graduate Student Enrollment –By Ethnic Group & Major (Fall 2005 & Fall 2012)

4.3.f Data table on demographics of P-12 students in schools used for clinical practice (see Appendix C for an example)Standard 3 Table 3.1a: CSC P-12 School Partners Initial Program Feld Experiences: Fall 2010-Spring 2012 Field Experience SchoolsStandard 3 Table 3.1b: CSC P-12 School Partners Initial Program Clinical Practice (Teacher Internship/Student Teaching): Fall 2010--Spring 2012)Standard 3 Table 3.1c: CSC P-12 School Partners Advanced Programs: Fall 2010-Spring 2012 Clinical Practice SchoolsExhibit 4.3.f: Clinical Practice Sites P-12 Demographic DataCSC Service Region MapState census data for Nebraska, bordering states, and additional states http://quickfacts.census.gov/qfd

Individual Regional States’ PDF files:Nebraska demographic profile http://www.census.gov/geo/www/guidestloc/pdf/31_Nebraska.pdfColorado demographic profile http://www.census.gov/geo/www/guidestloc/pdf/08_Colorado.pdfSouth Dakota demographic http://www2.census.gov/geo/maps/dc10_thematic/2010_Profile/2010_Profile_Map_South_Dakota.pdfWyoming demographic profile http://www.census.gov/geo/www/guidestloc/pdf/56_Wyoming.pdfChildren of the Plains-Pine Ridge, SD video http://vimeo.com/30647550

4.3.g 4.3.g Policies and practices, including good faith efforts, for recruiting and retaining diverse facultyThe following sites have NSCS and CSC policies on diversity relating to faculty and staff:http://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%202700.pdf – board policy 2700 equal education opportunityhttp://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%205000.pdf – board policy 5000 Equal Employment opportunityhttp://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%203675.pdf – board policy 3675 college diversity and multiculturalismhttp://www.csc.edu/documents/hr/policies/2012%20CSC%20Employee%20Handbook.pdf – CSC employee handbook; equal opportunity page 9http://www.csc.edu/hr/disclaimer.csc -- EEO statement on web sitehttp://www.nscs.edu/equal-opportunity-statement.htm -- EEO statement Nebraska State college System web siteTable 4b.1: Chadron State College Employee ProfileStandard 5 Exhibit 5.3.a: Faculty Qualifications Data SpreadsheetStandard 5 Exhibit 5.3.a: Chadron State College Faculty Qualifications Details—2011-2012

4.3.h Policies and practices, including good faith efforts for recruiting and retaining diverse candidatesThe following sites have NSCS and CSC policies on diversity relating to candidates/students:http://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%202700.pdf – board policy 2700 equal education opportunityhttp://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%203675.pdf – board policy 3675 college diversity and multiculturalismhttp://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%203000.pdf -- board policy 3000 admission requirements undergraduate generalhttp://www.csc.edu/hr/disclaimer.csc -- EEO statement on web sitehttp://www.nscs.edu/equal-opportunity-statement.htm -- EEO statement Nebraska State college System web sitehttp://www.csc.edu/publications/csc_student_handbook.pdf -- current student handbookExhibit 4.3.h: CSC Graduation Rates for Selected GroupsCSC Institutional Research Factbook http://www.csc.edu/ir/factbook.cscCSC IPEDS page (enrollment; retention – shows 6 year graduation rate by race/ethnicity for bachelor degrees) http://nces.ed.gov/collegenavigator/?q=Chadron+State+College&s=all&id=180948#programshttp://www.csc.edu/international/office/index.cscCSC’s Project Strive and Trio http://www.csc.edu/projectstrive/Diversity Initiative Examples & ReportsExhibit 4.3.h: International Coffee Hour flyer Exhibit 4.3.h: Galaxy Series flyer CSC Diversity Activity Report 2010-2011CSC Diversity Report 2009-2010CSC Diversity Annual Report 2008-09CSC Study Abroad http://www.csc.edu/extended/abroad/

4.3.i 4.3.i Policies, procedures, and practices that support candidates working with P-12 students from diverse groupsExhibit 4.3.i: Action Plan for Diverse Field Experiences

Within Document Exhibits 4a.1 Table 4a.1: Mean Ratings for Conceptual Framework Items Relating to Human Relations/Diversity

Proficiencies as Measured by the Teacher Intern Checklist4a.2 Table 4a.2: Conceptual Framework Human Relations/Diversity Items as Measured by Initial Program

Follow-up Survey4a.3 Table 4a.3: Mean Ratings of Human Relations/Diversity Items for Master of Education in Curriculum and

Instruction--Elementary & Secondary Recipients from Oral Examination and Graduate and Employer Follow-up Studies

4a.4 Table 4a.4: Education Administration Candidates’ Mean Ratings for Conceptual Framework Dimensions by Oral Examination, Practicum Supervisor, and Follow-up Survey—Spring 2008 - Fall 2011

4a.5 Table 4a.5: Education Administration Candidates’ Mean Ratings Relating to Effects on Student Learning by Oral Examination, Practicum Supervisors, and Follow-up Studies—Spring 2008 - Fall 2011

4a.6 Table 4a.6: School Counseling Candidates’ Human Relations/Diversity Oral Exam Scores—Spring 2008 through Fall 2011

4a.7 Table 4a.7: Chadron State College Counseling Alumni Evaluation Human Relations/Diversity Items Results

4a.8 Table 4a.8: Chadron State College Counseling Alumni Evaluation Effects on Student Learning4b.1 Table 4b.1: Chadron State College Employee Profile4c.1 Table 4c.1: Graduate Student Enrollment –By Ethnic Group & Major (Fall 2005 & Fall 2012)