Exhibit
4.1
Curriculum Components that Address Diversity Issues
Initial. At the initial level, topics related to diversity permeate the curriculum, with special attention given in several courses required of most or all candidates. To give some examples, most general education candidates take EDPS 322. This course includes a group diversity project in which candidates investigate the impact of six variables (e.g., gender, race, language) on development and classroom learning. SPGN 251 is entirely about working with students with disabilities. The writing project in SOFD 328 expects each candidate to include diversity in analyzing the purposes of schools. (The title of SOFD 328, "Schools in a Multicultural Society," identifies the degree of emphasis that is placed on diversity topics in this required course.) The curriculum unit and other activities in CURR 304/ CURR 305, taken by most candidates, require that students address issues of diversity.
FETE 201, required of most candidates at the initial level, occurs in a multicultural setting. Candidates are urged to include multicultural settings in taking those of FETE 301, FETE 302, FETE 401, and FETE 402 that are required of them. The approved list of sites for student teaching includes only locations that represent appreciable diversity.
Advanced. At the advanced level, programs approach diversity in a variety of ways. For example, the master=s program in early childhood education requires a choice of either SOFD 550 Philosophy, Ethics and Teaching or SOFD 580 Sociology of Education. In addition, candidates are required to take CURR 610 (now ECE 610) Family, School and Community Partnerships in Early Childhood Education. The second required course that strongly addresses diversity is CURR 641 (now ECE 641) Developmental Assessment of the Young Child: Theory and Practice.
The curriculum and instruction (elementary, middle grades, secondary, common learnings in curriculum (K-12) master's degrees are infused with learning experiences regarding diversity. Issues of class, race, gender, ethnicity, geographical origin, religious preferences, and language are embraced and celebrated as strengths both within the classroom and within the community. School counseling students are required to take COUN 571 Cross-cultural Counseling and educational leadership master's students are required to take EDLD 509 Educational Leadership in a Pluralistic Society.
The master's program in educational media/technology actively recruits and promotes a diverse faculty to not only serve as role models, but more importantly to assist in developing teachers with the knowledge and skill to address the unique needs of a diverse student population. In the master's program in reading, required courses include RDNG 655 The Integrated Literacy Curriculum; RDNG 656 Language Development, Literacy and the Young Child; and RDNG 686 Practicum: Designing Literacy Intervention Programs, all of which have a major diversity component. See also the institution's response to IRA standards 1.2, 1.4, 1.7, 3.1, 3.2, 3.4, and 12.2
Special education programs deal extensively with diverse learners, especially those with disabilities. Art programs are centered around Discipline-Based Art Education in which aesthetics offers a fertile context for understanding and appreciation of multiculturalism.