4.2. a    Standard on which the unit is moving to the target level

• Describe areas of the standard at which the unit is currently performing at the target level for each element of the standard.
• Summarize activities and their impact on candidate performance and program quality that have led to target level performance.
• Discuss plans and timelines for attaining and/or sustaining target level performance as articulated in this standard.

The Unit has chosen Standard 4, Diversity, as the target standard. The Unit’s progress toward the diversity goals represented in Standard 4 are guided by a combination of the WCSU Strategic Plan (I.5.a.2.5) and the Conceptual Framework. Commitment to diversity permeates the curriculum, assessments, and experiences with faculty and students from diverse backgrounds. The WCSU Strategic Plan (I.5.a.2.5) established goals and underscores the Unit’s belief that teachers, administrators, and counselors in the new millennium must understand how to use information technologies to work effectively with the diversity of students found in schools in order to prepare all students for success in a technological, multicultural, global society. The mission is accomplished through teaching, research, field experiences, assessments, community, and partnerships with schools serving diverse populations. Goal three that is identified in the WCSU Strategic Plan (I.5.a.2.5) is entitled, Diverse University Community. It promotes an environment that values and affirms the unique contributions of Western’s many constituent populations, recognizes the learning opportunities that differences can create, and strengthens connections among our various community members. The conceptual framework supports the Unit’s mission to prepare highly effective educators who have a positive and meaningful impact on diverse populations. Using this framework to guide the diversity work of the Unit, the following activities lead to continuous improvement of candidate performance and program quality.

Demographic Data

The unit has responded to demographic data in area schools (4.4.f.2) by redesigning and adding undergraduate and graduate programs to include curricula and field experiences that prepare candidates to work with English language learners, and students with diverse learning styles. The unit developed or enhanced the quality of courses in literacy, science, and social studies at the undergraduate level.Candidates are required to apply their content knowledge and pedagogical skills in diverse settings. Specific pedagogical skills and concepts are modeled until mastery is obtained. Performance based assessment data on each candidate are used to improve candidates’ professional development and to inform teacher leaders and university faculty regarding the candidates’ effectiveness. Candidates are able to work with diverse student populations, including students from diverse socio-economic levels, English Language Learners, and students with exceptionalities. Candidates observe mentor teachers at work in their classrooms, and the mentor teachers are asked to provide an evaluation of eachcandidate’s demeanor and conduct during the observation period.

Field Experiences

Field experiences were also redesigned with new projects and assignments that provided the candidates opportunities to engage and reflect on their experiences with diverse populations. The Professional Development Schools (PDS) Capstone project is an example of an assessment used to evaluate candidate knowledge earlier in the program. It has two components: a written assignment and a presentation. The written component is based on a unit topic that allows candidates the opportunity to integrate content knowledge for diverse learners. They conduct research on topics that demonstrate their understanding and ability to address diversity. Candidates then present their unit design and reflect on how their lessons were diversified during their PDS experience.

Engagement in the Community

Candidates take part in the Diversity at the University program. This program is targeted to fifth grade students in the Danbury Public Schools (4.4.j.2). Students tour campus to get a better understanding of college life. They participate in activities with theater arts students and take part in a civics lesson on diversity led by teacher education candidates. The unit also developed a partnership committee that fosters collaboration with faculty, school teachers, and administrators with diverse areas of expertise in fields of special education, ELL, and Urban Education. Candidates are given opportunities through field experiences, guest speakers, committees, and field trips to work with faculty from diverse backgrounds. The Education Club (4.4.h.1), a campus organization made up of elementary education and secondary education majors, brings in a diverse team of community experts to discuss various issues related to teacher education and certification.

Recruitment and Retention of Faculty

The Unit is committed to Minority Recruitment and Retention (4.4.g.2a) of faculty. Efforts to create diverse candidate pools by advertising in publications that target diverse populations, collaboration among the academic and administrative departments, Human Resources, and the Director of Multicultural Affairs (4.4.g.3) enhance recruitment strategies. The unit has excellent faculty with a variety of expertise and viewpoints and has contributed to meet the challenges in minority recruitment and retention (4.4.g.2a) of diverse faculty and professional staff. Unit faculty serve on committees that seek to diversify and recruit faculty to the Unit. The American Association of University Professors (AAUP) (4.4.g.4) and the State University of Administrative Faculty (SUOAF) (4.4.g.5) have organized multicultural committees to provide counsel on enhancing the diversity of our institution. Other approaches include (1) posting faculty openings in varied professional publications and websites, targeting those from diverse cultural backgrounds; (2) online affirmative action (4.4.h.2) Diversity Training for all faculty and staff (3) Hiring Guides and Training Sessions that ensure that committee searches have been inclusive and conducted properly.

Commitment to Ensuring Diversity among the Candidates

Special efforts have been made during freshman orientation and advisement to encourage minority students to pursue preparation for a career in education. Minority faculty in initial programs provide role models for underrepresented groups. In addition, University Admissions (4.4.h.3) officers recruit students to the program.The Unit works with the Office of the Assistant Dean of Student Affairs (4.4.h.4) to assist multicultural students and multicultural student organizations by developing programs that will support them throughout their university careers.

The Pre-Collegiate & Access Program serves as a collaborative relationship with AccessAbility Services (4.4.h.5), Academic Advisement Services (4.4.h.6), and recommended utilization of the Study Skills Labs (4.4.h.7). Additional support includes supplemental counseling for social, personal, and academic referrals and working closely with staff advisors of the organizations and with the whole university community to enhance awareness of, and sensitivity to, the needs of diverse students. Upon completion of their program, minority candidates are encouraged to participate in the Minority Teacher Recruiting (MTR) Program (4.4.h.8).

The Unit Participates on Committees and Programs that Aim to Increase Candidate Diversity

The Unit has partnered with Bethel High School (4.4.j.3) and Danbury High School (4.4.j.4) on a project called, Building a Bridge to Improve Student Success (4.4.h.9). This partnership has helped thousands of high school seniors move on to college – and to succeed there. The majority of students who graduate from Bridges and attend Western are able to skip remedial classes in mathematics and writing and move directly into credit-bearing classes. As a result, they earn their university degree more quickly, saving money and time. High school juniorstake Western’s placement exams in Writing and Mathematics to determine where they would place if they enrolled in college that semester. Then, during the summer, university and high school faculty plan curricular changes for high school seniors to help at-risk students become college-ready. Students are retested in the spring of their senior year to measure their progress. At the same time, juniors are tested for the next cohort of students in the Bridges program. This partnership between WCSU, Bethel High School (4.4.j.3) and Danbury High School (4.4.j.4) has served as a model for the Connecticut State University System, with the other three Connecticut state universities now engaged in similar partnerships with their local high schools. These collaborations cross boundaries and match high school standards with college expectations, improve access, accountability, affordability, and the quality of the students’ education. Prepared students enter the university ready to take full advantage of the opportunities offered. Just as significantly, the two-year retention rate for Bridges students is 10 percent higher than for students who have not participated in the Bridges program.

University-wide efforts

Admissions (4.4.h.10) and Student Affairs (4.4.h.11) offer a variety of opportunities at the university level to attract and retain a diverse student body. Ongoing recruitment and retention efforts include: (1) hosting a breakfast for high school counselors, (2) visiting high schools and community colleges for recruitment visits, (3) establishing a mentoring plan that supports diverse students, (4) support for organizations and associations that contribute to the diversity of the university, (5) sponsoring events for diverse populations, and (6) providing support for minority students, students with exceptionalities and disabilities, and students with low income households.

Pre-Collegiate and Access Programs(4.3.h.12) such as ConnCAP/Upward Bound, Excel, and the Educational Achievement & Access Program (EAP) (4.3.h.13) help prepare middle and high school students for college.EAP, in particular, provides underprepared students with the opportunity and support they need to obtain a college education. EAP includes a five-week summer program that is challenging and is designed to assist students in developing their academic skills. The program also provides the first step toward achieving academic success at Western by offering a rewarding “head start” toward a student’s college career.

The EAP program is a collegiate program under Student Affairs (4.4.h.11), presently interacting with other departments, especially during the summer session. Interaction with the study skills, writing, and mathematics labs are continuous throughout the year. During the year, the EAP counselor coordinates faculty meetings with students experiencing difficulties with their academic courses. Also, the EAP staff serves as liaisons between the various departments on campus. In the community, the college program has interacted with the administration of surrounding high schools, particularly Danbury High School and the Alternative Center for Education. In regards to future cross-departmental programming, a proposed EAP seminar will be instrumental in acclimating students to the university and the various academic and student services available. The EAP seminar is currently being reviewed by the University as a possible three-credit Faculty Development Study course.

The overall goal of the EAP is to meet the needs of academically underprivileged students so they can successfully obtain a college education. On-going counseling support and a five-week summer residential program helps to foster and develop their academic potential.

The Black Student Alliance (BSA) (4.4.j.14) and Latin American Student Organization (LASO) (4.4.j.15) continue to be the largest and most active organizations on campus. They benefit from strong leadership and often take part in causes that affect our global society. The International Student Association (ISA), another campus organization, consists of students who have traveled abroad, current exchange students attending WCSU, and American students interested in the international educational experience. The ISA hosted ten international students last year and sponsored International Student Exchange Forums on campus. They are interested in global issues and politics. The WCSU International Services Office provides support for non-immigrant students and scholarsholding F1 or J1 visas (and their dependents) as a post-admissions service. Thisoffice provides orientation and ongoing support and guidance of the non-immigrant federal regulations.