Diversity

Furman University is committed to increasing the representation of diverse groups on campus, both with faculty and students (Furman 2001 Strategic Plan and Strategic Plan 2004-2006). The 2004 Strategic Plan called for the creation of a Diversity Council to guide and monitor campus diversity initiatives. To that end, a campus diversity survey is conducted every three years. Refer to the university Diversity Plan, results of the 2003 Diversity Survey and to the 2006 Diversity Survey being conducted this spring. Beyond recruitment, however, is evidence of support for minority students and for the education of the larger community through the Office of Multicultural Affairs, Center for International Education, and active community-wide participation in the National Coalition Building Institute (NCBI) prejudice-reduction and community-building workshops, led by nationally trained Furman faculty, staff, and students. The undergraduate curriculum includes, currently, a minimum of one African or Asian course, which in the new university curriculum (to be implemented in 2008-2009) has been designated as a course in Global Awareness. Concentrations are offered in Women’s and Gender Studies, Ancient Greek and Roman Studies, Latin American Studies, and Environmental Studies (including society and culture). For the past several years, the university has implemented a freshman program that requires the reading of a selected book depicting an aspect of cultural diversity and/or 20 th century historical significance. Faculty, staff, and freshmen read the book and hold discussions during Freshman Orientation. The author is then invited to campus to make a presentation. Since initiating this program, the following books have been read: A Lesson Before Dying (Gaines), October Sky (Hickman), Ecology of a Cracker Childhood (Ray), Fast Food Nation: The Dark Side of the All American Meal (Schlosser), Nickel and Dimed: On (Not) Getting By in America (Ehrenreich), The Things They Carried (O’Brien), and My Losing Season (Conroy). Further, since 1997, Furman has hosted the Bridges to a Brighter Future Program, sponsored through Continuing Education, for local high school students who come from families with financial need and who have academic and leadership potential to enroll in college. The students reside on campus for four weeks during three consecutive summers, take academic courses, learn socially successful behaviors, and build confidence and self-esteem. There are follow-up mentoring and support activities throughout the school year. Many teacher candidates serve as counselors, teachers, or mentors in this program.

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

Between 1997 and 2004, two grant initiatives provided resources targeted to assist the Teacher Education Program in the area of diversity. Diversity in Education and Teacher Education was a Kellogg Foundation mini-grant, initially awarded to NNER, shared with Benedict College (a historically black institution of higher learning in Columbia, SC). The objectives included the design of a component in the teacher education curriculum to help prospective teachers understand and acquire a pedagogical repertoire for addressing cultural diversity in the student populations they are likely to encounter; fostering of partner schools where prospective teachers are mentored by experienced teachers demonstrating success with diverse student populations; and acceleration of efforts to attract minorities into teaching . Enhancing Clinical Experiences was a Title II Teacher Quality Grant, funded through the U.S. Department of Education, shared with the University of South Carolina, Benedict College, and Winthrop University. For Furman, in addition to supporting the Teacher to Teacher Program, funding was also used to enhance our work with high need schools and continuing our work on preparing candidates to gain knowledge, skills, and dispositions to effectively teach students with diverse cultural backgrounds and experiences. Diversity plans were developed in both grant initiatives and have continued to be updated. Refer to the 2005 Education Diversity Plan.

Additional evidence provided in this section to support this element are: 1) diversity preparation throughout the curriculum; 2) diversity outcomes in the conceptual framework; 3) exit evaluation results referencing preparation in diversity; 4) alumni survey results referencing preparation in diversity; and 5) employer survey results referencing preparation in diversity.

Diversity Preparation Throughout the Curriculum

The Teacher Education Program has consciously and continuously worked towards integrating content and experiences necessary to prepare teachers to facilitate learning of all students. As discussed previously, ED 11: Perspectives on American Education, ED 20: Human Development, and ED 21: Education of Students with Exceptionalities are required courses of all initial certification candidates. ED 11 presents the issues of educating diverse populations and diverse school contexts. Related field experiences are completed in high-need schools (Northwest Crescent Child Development and Family Services Center, with 60 percent minority students {ages 2-adult}; and Berea Middle School, with 55 percent minority population and 67% with subsidized meals). ED 20 puts diversity in the context of human development and the effects of environment and culture on growth and learning. The related fieldwork is a service learning experience in an urban agency or after-school program serving children and youth with low SES profiles, or diverse public school classrooms. ED 21 centers on educating students with exceptionalities and the related field experience is spent assisting students receiving special education services.

In the elementary program, the methods courses that include field experiences incorporate content and application of evidence and research-based strategies to facilitate learning of all students. Every course taught in the Education Department incorporates content on diversity and multicultural issues. For example, ED 30 and 31: Reading and Writing Processes and Instruction, emphasize reading of literature that depicts various ethnic, racial, religious, and exceptionality groups, and strategies for teaching reading and writing to students from low literacy situations. In addition, ED 41: Diverse School Cultures: Teaching, Learning and Management, is part of the senior block for those seeking licensure in grades 2-6 (elementary), and is designed to deepen the understanding of issues related to teaching, learning and management of students from diverse cultures and experiences within diverse settings. In addition to a community tour and data collection on the community served by the school in which candidates are placed for the year, ED 41 includes a full day NCBI workshop on prejudice reduction and community building. Candidates further collect data on the district, school, classroom, and individual students, all of which impact their teaching.

The secondary and languages programs balance the teaching of content with the teaching of students who may be reluctant to learn or whose life circumstances interfere with their learning and motivation. Seminar time during the senior year includes regular opportunities for candidates to share their ideas, frustrations, and questions on teaching students who are, for the most part, different from themselves culturally, socio-economically, and motivationally.

The physical education program offers candidates opportunities to assess student learning styles and design instructional strategies that meet those varied learning characteristics. Further, all PE candidates complete a physical activities field experience with students with developmental or physical challenges.

Diversity Outcomes in the Conceptual Framework

In the candidate performance assessment system, all candidates are to demonstrate growth in proficiency in skills and dispositions related to the conceptual framework, especially the ability to teach effectively all students. Evidence includes artifacts of projects, reflections, videos, lesson and unit plans, student work samples, teacher work samples, and feedback from school and university supervisors. Candidate reflection and assessment by faculty, cooperating teachers, and mentors form the bases for plans to improve practice. Samples may be reviewed on-site.

Exit Evaluation Results Referencing Preparation in Diversity

Each year, as candidates complete their program, an exit evaluation is conducted requiring candidates to rate their level of preparation in broad areas related to the conceptual framework (The candidate was prepared as a scholar, as a leader, to meet the diverse learning needs of all students, in the use of technology; and to seek inclusion as part of a professional community, and opportunities for evaluation of the Teacher Education Program or to make recommendations).

Following are the results of exit evaluations for the past three years
on the question “Please indicate the extent to which you feel the program has prepared you to meet the diverse learning needs of all students through providing a knowledge base and experiences with a variety of cultural backgrounds based on ethnicity, race, language, religion, socioeconomic status, gender, regional/geographic background and exceptionalities. Make specific comments to support your rating and add suggestions for improvement.”

2005-2006
N=30

2004-2005
N=28

2003-2004
N=29

As indicated, the majority (range of 89 to 97 percent) indicated they were prepared to meet the diverse learning needs of all students. It is interesting to note the increase each year in the percentage who felt prepared each year (89 percent in 2003-2004; 92 percent in 2004-2005; and 97 percent in 2005-2006).

Alumni Survey Results Referencing Preparation in Diversity

Several standards of the conceptual framework relate to preparation for teaching all students, sensitivity to culture, and collaboration with families and community members. In the October 2004 alumni survey, the following results on those specific standards are presented. They are listed below with the number of alumni (N=22) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

As indicated, the alumni response was heavily weighted towards being prepared to meet or prepared to exceed standards related to diversity.

Employer Survey Results Referencing Preparation in Diversity

Several standards in the October 2004 employer survey which was based on Furman’s conceptual framework relate to pedagogical skills and dispositions expected of teacher candidates. They are listed below with the number of employers (N=10) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

As indicated, overall employers responded that candidates were prepared to meet or exceed standards related to diversity.

Programs for Continuing Preparation of Teachers and Other School Personnel

Furman continues to fully address the need for graduate candidates to understand and honor diversity. Candidates are asked to demonstrate the ability to work effectively with students, parents, and colleagues from various backgrounds and those holding a variety of beliefs.

The four core courses in the Master of Arts in Education curriculum allow candidates to develop the interests, knowledge and skills to serve students with diverse learning needs. Both Furman’s conceptual framework and the professional standards within the fields of the concentrations specify that candidates need to respect all students and support the right of all students to an education. The rights and needs of all students are explored from varying perspectives in core courses EDFD 102: Learning Theory, EDFD 104: Statistics and Measurement, and EDFD 106: Educational Research. The key component of diversity within the core curriculum lies in EDFD 108: The Culture of Schooling in America. This dynamic course reflects historical and contemporary perspectives on schooling in America and focuses on different beliefs about and practices regarding education for all children.

Graduate courses within the concentration areas also focus on the needs of diverse learners. Within the special education and early childhood concentrations, required courses focus on the needs of diverse learners and assessments that address those needs. School Leadership addresses the administrator’s role as the instructional leader charged with assuring equal access to education and encouraging appropriate ways of meeting the needs of all students. The concentration in TESOL focuses primarily on the growing diversity in South Carolina’s classrooms and seeks to prepare teachers to meet the needs of non-native speakers in our classrooms.

Employer Survey Results in School Leadership Referencing Diversity
In January 2005, after receiving feedback from program completers in School Leadership, the employer survey was mailed to principals and district office personnel who supervise Furman program completers who are presently employed in an administrative/leadership position. The assessment is a checklist aligned to several of the ELCC standards. Employers rated program completers on the standards in one of three categories: exceeds expectations, meets expectations, or does not meet expectations. 100 percent of program completers met or exceeded expectations on the standard of diversity.

Element 2: Experiences working with Diverse Faculty

While Furman University as a whole does not reflect a particularly diverse faculty, the professional education unit is more representative of diversity. There are 12 full-time, tenure-track faculty, one full-time non-tenure track faculty, one full-time administrative staff (Director of Graduate Studies in Education), two full-time clinical faculty, and one part-time clinical faculty assigned to the Professional Education Unit as members of the Education Department. Of the 17 faculty, one is African-American, one is Native American, one is Korean, and one is an international. Additionally, diversity in geographic region of origin, gender, religion, language, and sexual orientation is represented in the Education Department faculty. Candidates thus interact with faculty of diverse backgrounds in classes, meetings, social gatherings, and events sponsored by professional organizations (Student Chapter of the Association for Supervision and Curriculum Development, Student Council for Exceptional Children, Kappa Delta Pi).

The Professional Education Unit takes seriously the need to continue to diversify the faculty associated with teacher education. We have one African American male faculty member who graduated from a historically black institution and taught at two historically black institutions. The unit has sent faculty vacancy notices to the National Association for Multicultural Education for posting at their annual conference, along with sending a faculty member to that conference. The chairs of search committees contacted historically black institutions with doctoral programs to identify viable candidates for faculty positions. Also, during recent searches, two minority faculty at other institutions were called to personally invite their applications.

During the senior block for elementary and secondary/languages candidates, the NCBI prejudice reduction and community building workshop is led by two persons who represent different aspects of diversity. This workshop has been offered after Early Experience to all initial licensure candidates in elementary, secondary and languages, beginning in the 2001-2002 academic year.

Furman University is committed to acquainting undergraduates to a variety of cultural experiences and activities. The Cultural Life Program (CLP) requires attendance at lectures, performances, and seminars presented throughout the academic year that often feature persons of diverse backgrounds, multicultural arts performances, and/or topics related to diversity.

Field experiences and clinical practices offer opportunities for candidates to work with adults representing diverse groups. We consciously attempt to place candidates during their experiences in schools with administrative personnel, faculty, and staff who represent diverse groups. Our partner districts, as in most locales nationally, are challenged to employ the number of educators who represent the student demographic percentages (as of the 2000 census, 62 percent white, 36 percent African-American or black, 4 percent Hispanic/Latino, 2 percent other). This area of South Carolina has the fastest growing number of Hispanics/Latinos in the state, so likely the percentage of Hispanics/Latinos is considerably higher than the 2000 census indicated. We have been encouraged by the efforts our partner districts and schools are making in that regard. Refer to Table 9, Demographics on Field Experience and Clinical Sites, presented under Standard Three.

The SC Center for Educator Recruitment, Retention, and Advancement (CERRA), funded through the state legislature, monitors and offers programs to encourage minority recruitment and to support retention. Our Campus Director of Teaching Fellows is a member of the CERRA board and therefore keeps us apprised of their efforts; she continues to advocate for intentional recruitment of Teaching Fellows who represent diverse groups.

As mentioned previously, the Upstate Schools Consortium sponsors professional development seminars for teachers and administrators in the upper region of the state. Teacher candidates are openly invited to participate in these opportunities and at least once annually, senior teacher candidates all attend. Not infrequently, the presenter is representative of a diverse group. In recent years, candidates have participated in workshops conducted by Marcia Tate (author of Worksheets Don’t Grow Dendrites), and workshops presented by local educators in high need schools.

Refer to Table 7, Faculty Demographics.

Element 3: Experiences Working with Diverse Candidates

While the diversity of teacher candidates is not as representative as the professional education unit desires, smaller class sizes and a core of courses required by all candidates for initial certification make it possible for regular interactions to occur. The Title II Teacher Quality Grant, “Partners for Enhancing Clinical Experiences” which was shared with the University of South Carolina, Benedict College, and Winthrop University, sponsored all day Saturday intern conferences in the fall of 2001 and 2004. These were organized to co-mingle groups of interns for conversations. Benedict College is a historically black institution with a majority of interns who are African-American. The University of South Carolina and Winthrop University also have a higher percentage of minority candidates than Furman University. Therefore, the co-mingling provided opportunities for cross-pollination of interns, their ideas, and their experiences. In addition, candidates have participated in the Black Male Conference and the Multicultural Conference which created opportunities for further interactions between the Benedict, USC-Upstate and Furman candidates. Unfortunately, this year our candidates have been unable to participate in the conferences because of scheduling conflicts.

Somewhat less homogeneous than the undergraduate population, adults in the graduate program also come from more varied socioeconomic backgrounds and with undergraduate experiences ranging from small, religious-affiliated colleges to large, state universities. Candidates often bring to the graduate programs experiences in diverse settings since many of them have taught in a variety of schools – public and/or private – in different districts, and in other states or even other countries.

The numbers of advanced candidates representing minority groups in the School Leadership Program has intentionally increased with targeted recruiting. Most of the candidates belong to a cohort and therefore have regular interactions with those whose race, ethnicity, gender, or religion differs from their own. The increased diversity of school leadership candidates has been the direct result of targeted recruitment through the Diversity in Administrative Leadership (DIAL) effort. This initiative offers support to minority candidates interested in seeking the advanced certification and securing an administrative leadership position. Refer to Table 8, Candidate Demographics.

Element 4: Working with Diverse Students in P-12 Schools

As indicated in the responses to Standard 3: Field Experiences and Clinical Practice, all teacher candidates at Furman University have numerous opportunities to work with diverse students in P-12 schools and agencies. In ED 11, candidates observe at the Northwest Crescent Child Development and Family Services Center, and tutor at Berea Middle School. In ED 20, candidates complete a service learning experience in after school programs for school-aged students with low SES profiles. In ED 21, candidates work with students receiving special education services. Since preparation in diversity is such a strong component of the conceptual framework, we intentionally seek practica and teaching internship placements in high need schools to the extent possible (20 of the 28 schools {71 percent} in which Teacher to Teacher candidates conduct their practicum or teaching internships are considered diverse by using a 40 percent or higher standard of minority population and/or qualification for free or reduced lunch). For demographics on field and clinical practice sites, refer to Table 9.

Other experiences are available, such as through the Heller Service Corps that sponsors a large number of volunteer programs for children and youth from diverse backgrounds. A large percentage of Furman students volunteer regularly over the course of four years in these programs, and a majority of those interested in teaching volunteer and provide leadership in Service Corps activities.

Candidate experiences are assessed through their reflections and other artifacts associated with field experiences. Further, emphasis in the program of teacher preparation on how candidate experiences affect their teaching and student learning are documented in the Community, School, and Classroom Profiles; the Multicultural Inquiry Project; Professional Portfolios; Teacher Work Sample; and reflections on lessons and units taught (examples may be reviewed on site).

As professional educators in PK-12 schools, candidates in the graduate programs bring diverse experiences from a plethora of schools. These experiences are shared, formally and informally, within the liberal arts tradition of Furman’s diverse curriculum. With an emphasis on personal and shared reflection, concentration courses prepare candidates to view the world of education from a new window, beyond their own classrooms and individual school settings.

Formally, early childhood and special education candidates benefit from required practicum experiences in summer classes. These courses, EDEC 160: Practicum in Early Childhood, EDEX 162: Practicum in Learning Disabilities, EDEX 163: Practicum in Mental Disabilities, and EDEX 164: Practicum in Emotional/Behavioral Disorders, allow candidates to work in applied settings of special need that might not be available in their own schools or neighborhoods. Typically, these are placement settings with more diverse populations and greater need than the average school. Other class requirements within the concentrations allow candidates to work within their own schools for special projects and observation.

In the advanced program in School Leadership, candidates complete a six hour internship at their home school. However, their requirements, aligned with ELCC standards, emphasize the need to promote diversity in a number of ways. Candidate collaboration and sharing in field experience seminars allow all candidates to access a range of experiences with diverse populations and different school settings.