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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
