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Critical Accountability Factor III: Diversity

Quality Indicator 3: The unit provides teacher candidates the opportunity to learn about, interact with, and practice with individuals of diverse racial, cultural, socio-economic backgrounds, and gender orientation.

  1. Describe the strategies used to ensure that teacher candidates are provided the opportunity to learn about racial, cultural, socio-economic, and gender diversity, and to interact with representatives of diverse groups.


    2.
  2. What strategies are used to support the recruitment/retention of a diverse pool of teacher candidates? Provide data showing the racial composition of education candidates.


    3.
  3. What strategies are used by the unit to support or promote diversity for the recruitment/appointment of faculty, administrators, and support staff? Provide data showing the racial composition of faculty, administrators, and support staff.

 

Critical Accountability Factor III:
Diversity

PR/PE Homepage

Critical Accountability Factor I:
Teacher Candidate Performance

Critical Accountability Factor II:
Field Placement

Critical Accountability Factor III:
Diversity

Critical Accountability Factor IV:
Faculty

Critical Accountability Factor V:
Parent/Community Involvement

Critical Accountability Factor VI:
Technology

Critical Accountability Factor VII:
Statutory/Regulatory/Policy Requirements

Survey Data

MTTC Pass Rates

Program Statistics



 

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A. Describe the strategies used to ensure that teacher candidates are provided the opportunity to learn about racial, cultural, socio-economic, and gender diversity, and to interact with representatives of diverse groups.

School of Education Level

  1. The School of Education incorporates diversity into one of the five strands of our TEACH Conceptual Framework, which is shared with all teacher candidates: Awareness

    An effective professional education/teacher should posess a keen understanding of each of the factors that influence individual differences (Slavin) as well as those social elements which form the foundation of diversity of society (Banks) in order to effectively manage and monitor student learning. Awareness assumes knowledge and appreciation of individual differences among learners as well as sensitivity to how these differences impact the learning process. Additionally, given that cultural diversity characterizes society and that the cultural differences are reflected within the society, teacher preparation should be designed from a multicultural perspective.
  2. Our teacher candidates must fulfill the General Education Requirements in order to complete a bachelor degree in Secondary Education. Of those general education requirements, students must complete 9 credit hours in Cultural Enrichment, 9 credit hours in Social Awareness, one course in Global Consciousness, and one course in Race/Ethnicity and/or Gender.


  3. Secondary Education Pedagogy Courses

    The following courses are a part of our professional sequence required core and provide a foundation in understanding diversity issues:
  4. The Field Placement Officer places student for the field experiences in different school districts, grade levels and subject areas.

    For example:

     EDUC 330 students are placed in their minor at the middle school level.
     EDUC 430 and EDUC 491 Directed Student Teaching students are placed in their major at the high school level.

    Each school district offers a slightly different "culture". Urban (inner city Detroit, Flint, Grand Rapids, etc.) and suburban (affluent Forest Hills, Bloomfield Hills, Carman Ainsworth, Traverse City Area Public Schools) placements are often emphasized settings for diversity. We do not have large poverty stricken urban schools or school districts. We do have many rural local districts, though, that do meet the poverty criteria (Baldwin, Northport, Buckley, and Evart). Our more affluent local schools are Cadillac, Big Rapids, and Chippewa Hills. We cannot offer a "big" diversity in placements like Detroit Public Schools and Bloomfield Hills due to FSU's rural location, but the student populations that our candidates are exposed to does widely differ.

University Level
  • Minority Student Affairs - The mission of the Office of Minority Affairs is to enhance ethnic minority student retention and matriculation. This desired outcome is achieved through personal and academic support programs and activities which are offered to assist students with their adjustment to campus. In addition, this office works closely with other campus departments, faculty, and staff to develop a climate in which racial harmony and cultural diversity is valued, appreciated and accepted.
  • Jim Crow Museum of Racist Memorabilia - The mission of the Jim Crow Museum is to promote racial tolerance by helping people understand the historical and contemporary expressions of intolerance.
  • The Office of International Affairs is responsible for the administration of international programs. The office has four primary areas: 1: the Intensive English Program which provides international students with training in English to prepare them for entering the University; 2) Study Abroad and International Exchange Programs, allowing Ferris students to study in destinations throughout the world; 3) advising of all international students, and assisting departments in bringing international scholars to campus; 4) recruitment and admissions of all international students.
  • Student Organizations
  • Diversity Counts Newsletter
  • University Cultural Events
    • Concerts by Ferris State Music Center organizations such as the West Central Concert Band, Chamber Orchestra, Jazz Ensemble, Concert Choir, and Ferris Wheels (men's glee club), and productions of the University Theater are augmented by appearances of professional music, drama and dance organizations and other performing arts groups.
    • The Ferris Art Gallery features exhibits of paintings, prints, photography, sculpture and crafts, as well as special exhibits featuring leading Michigan artists, FSU faculty and students.
    • The Arts and Lectures Committee offers a schedule of lectures, concerts and films, while Entertainment Unlimited and the Music Industry Management Association present pop/rock and comedy concerts and other events of a contemporary nature.
    • The Center for International Education's "International Festival of Cultures" brings the world to Big Rapids with students, faculty, staff, and community members presenting cultural displays, performances, and food from more than fifty countries worldwide.

B. What strategies are used to support the recruitment/retention of a diverse pool of teacher candidates? Provide data showing the racial composition of education candidates.

University Level

  • Ferris State University implements an open enrollment policy.
    "Ferris has a 21% minority student population, which places us in the top 5 public Michigan universities for diversity.

    Compared with the fact that the state of Michigan has on overall 13% minority citizen population, it is amazing what minority enrollment Ferris is experiencing without quotas"

     Ferris State Torch, Policies at Ferris based on equality by Adam Wiese, February 2003

    Admission Standards approved by the Board of Trustees in May 2001:

    1. Beginning in 2002, require a minimum ACT composite as a condition of admission
    2. Beginning in 2002, require all students to have a 15 ACT composite score or a HS GPA of 2.25 for admission to any academic program/major.
    3. Gradually increase admissions standards from an initial level of an ACT of 15 or a HS GPA of 2.25 in 2002 to an ACT of 16 or a HS GPA of 2.35 in 2004, to an ACT composite of 17 or a HS GPA of 2.5 in 2006, to a final level of an ACT of 18 or HS GPA of 2.7 in 2008.
    4. Students not qualifying for program/major admission may be offered admission to University College.
    5. Stop admissions for students that do not meet program/major admission requirements 21 days prior to the beginning of each semester.
    6. Require al first-year students to enroll in FSUS 100 (Orientation to College course).
    7. Require all students admitted to University College to enroll in two SLA-supported courses during their first semester of college.
    8. Require all faculty to complete an advising update workshop on a three-year rotating basis.
    9. Require all first-year students to meet a minimum college readiness competency in reading, math, and English by the time they have earned 36 credits.
    10. Establish a University-wide class attendance policy in all 100-level courses.

    Ferris has a good record in recruiting African-American students and it is important to continue with that record. As the above admission standards are implemented, their effects will be monitored so that black enrollments do not disproportionately suffer. One means of monitoring this indicator will be to develop the capability of tracking student retention by race, gender, and program, both forward and retrospectively. All students will be aided by the new standards because they will assure a better fit between enrolled students and the University's programs, and produce higher retention and graduation rates. In the meantime, the University's commitment to this issue is reflected in the programs of the Minority Affairs Office, the SCHOLAR program, and the scholarship program for graduates of Detroit Public Schools.

  • The Minority Affairs Office at FSU has university-wide initiatives for supporting student diversity:

     Goals for the Minority Affairs Office:
    • To assist minority students in making adaptation to the campus environment by advocating for them on issues involving racial prejudice or awareness.
    • To develop a support system that enhances the retention of racial minority students.
    • To promote a racially pluralistic and diverse campus that emphasizes racial and cultural understanding and respect.
    • To serve as a resource to faculty, staff and students with regard to issues involving students of color.
  • Senate Diversity Committee
    Mission: To promote diversity awareness and acceptance within the academic community in order to enhance student retention and prepare students for a diverse workforce.
  • Diversity Counts
    A faculty development and curriculum transformation initiative of the College of Arts & Sciences
  • Diversity Incidents Team
    The purpose of the Diversity Incidents Team (DIT) is to review reports of incivility (or inappropriate conduct) involving issues of race, ethnicity, gender, sexual orientation, abilility, religion, and nationality that affect Ferris State University community members. The team discusses reports of student conduct related to the above categories and determines appropriate responses or reactions, if any. Further, the team provides University administration with documentation of reported incidents and team activity. The team also provides the University community with a central point for the reporting of incidents related to diversity from key units on the campus:     Student Judicial Services, Multicultural and Community Affairs, Affirmative Action, Minority Student Affairs, Student Gay and Lesbian Coalition, Residential Services, Department of Public Safety, Student Leadership and Activities, and the Office of International Students Affairs.

    It is an important goal for the DIT to provide education for all parties involved in these particular types of incidents, and to support alleged vicitims. Moreover, it is a primary goal of this team to function in ways that are commensurate with the University mission and its underliying policies: The Student Dignity Policy, the Employee Dignity Policy, the Equal Employment Policy, and the Univeristy's Core Values Statement.

  • University College

College of Education & Human Services (COEHS) and School of Education Level
  • COEHS Stragic Goals (2002-2006)

    One of the COEHS Strategic Goals reflects the University's initiative and supports the recruitment and retention of a diverse pool of teacher candidates by the College:

    • Attracting and retaining a diverse pool of students and faculty by enhancing the quality of the teaching and learning environments.

  • School of Education Strategic Objectives (2002-2003)

    The School of Education further declares objectives to obtain the COEHS goal for its department:

    • Upon State approval, promote new Social Studies Secondary Education program.(complete)
    • Participate with COEHS in proposing to work with other colleges, including Allied Health, Arts and Sciences, University College, Business, Technology, Kendall, FSU-GR, other partnering agencies such as the military, Bay Mills, and the Michigan Rural Systemic Initiative, and other universities or colleges to develop and implement more cooperative programs in response to the global changing society.(complete - see partnerships and grants below)
    • Expand Elementary Education to off-campus branches.(Expanded to Grand Rapids Community College and Mott Community College - complete)
    • Offer Master's in Curriculum & Instruction program at West Shore Community College campus.
    • Implement the FSU-Kendall Art Education program.(complete)
    • Approve and implement a Master's Option, Graduate certificate offerings, and an Elementary minor in Special Needs.(in progress - integrating into secondary and elementary pedagogy sequence
    • Create an Industrial Arts minor for career/technical oriented students seeking vocational certification.(in-progress)
    • Introduce a concentration on Philanthropic Education within the Master's of Curriculum & Instruction.

  • Morris Hood, Jr., Educator Development (MHED) Program Grant: Career Development for Retaining, Educating and Graduating Minority Students

    Grant Objectives: (a) Conduct review seminars prior to Basic Skills/Subject-area tests. (b) Provide travel to test site and provide room and board at test site for students and one chaperone. (c) Pay test fees for students. (d) Provide support for living expenses during student teaching. (e) Provide tuition waivers for seniors. (f) Purchase study guides for MH cohort students. (g) Establish a mentoring cohort where participants mentor freshman and are mentored by underepresented education alumni. (h) Establish two weekly study-groups, with senior student mentors and same adult minority mentor. (i) Assign all students the same academic advisor to coordinate course scheduling. (j) Assist student in creating an academic plan. (k) Continue a nationally recognized Minority Teacher Education Honor Society and re-establish a recognized student organization - Minorities in Teacher Education (MITE).


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  • Bay Mills Community College - FSU - Michigan Rural Systemic Initiative Partnership: Preparing Native American Teachers through Culturally-Responsive Curriculum and Alternative Delivery

    Although 26 of 31 U.S. tribal colleges offer teacher preparation programs, there is a critical shortage of Indian teachers in the state of Michigan. The only tribal college in Michigan, Bay Mills Community College (BMCC), can not offer teacher preparation at the bachelor's degree level, so has entered into a partnership with Ferris State University and the Michigan Rural Systemic Initiative to provide an articulated program to Indians from Bay Mill Reservation who are attending BMCC. The joint program leading to full state certification will be delivered in a totally flexible format using alternative scheduling and distance learning so that students can easily complet a teaching major and minor, as well as professional education courses, in two years. The entire curriculum will be revised to make it more culturally responsive.

    In addition, this program will provide one year of induction services to graduates who will be provided by BMCC and FSU faculty and classroom teachers and "cyber-mentor" identified from the Native American professional organizations in Michigan. BMCC and FSU faculty and classroom mentors will assist first year teachers with the design of classroom lesson plans and provide feedback on both content and elivery. First year teachers will participate in seminars, chat rooms, cyber mentoring, and professional activities.

    The School of Education is now in the third year/second grant stage.

  • The topic of Diversity was an agenda item for one of our Teacher Education Advisory Council meetings. The council members visited the Jim Crow Museum and discussed ways that we can more effectively infuse diversity into our curriculum. See meeting notes for the September 2002 meeting.


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  • University Racial Composition Table (December 2000)
  • College Racial Composition Table (December 2000)
  • SOE Racial Composition Tables
  • Gender Trends
  • Ethnic Group Trends

The SOE is experiencing an arbitrary decrease in male and ethnic minority group enrollment due to the introduction of the Elementary Education program in 2000. Students enrolling in the Elementary Education program are predominantly white females (76%), although, the SOE has not formally marketed the availability of the program. As the enrollment numbers for this program stabilize and the SOE strategically markets the program, we expect the male and ethnic minority group enrollments to increase. We also expect that our partnerships with Bay Mills Community College, Grand Rapids Community College, and Mott Community College will make our teacher education programs more readily available at a lower cost to all minority groups. Elementary Education Program Student Composition

C. What strageties are used by the unit to support or promote diversity for the recruitment/appointment of faculty, administrators, and support staff? Provide data showing the racial composition of faculty, administrators, and support staff.

  • Ferris State University is an affirmative action workplace. Special efforts are made during the hiring process to encourage hiring of minorities and women, however, expanding the diversity of our faculty and staff continues to be a university-wide challenge.
    "Recruitment and retention of faculty is critical to the achievement of our educational mission and success of our students. This is a special challenge as we anticipate more and more faculty retriements and strive to increase the diversity of our faculty."

    Challenges Relative to the Internal Environment (May 2002), Three Year Academic Plan for 2003-2005, pg 12.
  • University Strategic Direction 5: Attract, retain, and develop an exceptional faculty and staff in an extremely competitive higher education market.

    Areas of focus:

    • Recruit faculty, academic administrators and staff needed to meet the demands of current and emerging needs in education and in the workplace.
    • Increase the diversity of FSU faculty, administrators, and staff.
    • Conduct a further review of the University's hiring practices in order to enhance application pools and streamline the process.
    • Identify and provide resources and the structure for continuous improvement of faculty through professional development programming, program assessment, student assessment of instruction, and appropriate accreditation.
    • Seek solutions to ease the transition of newly hired facylty moving to the area s they pertain to quality housing shortages and the recruitment of faculty who have partners who seek professional employment in higher education.
    • Establish or provide for professional develpment programming to allow all faculty, administrators, and staff to gain the new skills and education needed in their respective fields.


      •  Planning Handbook, A Guide to the Annual Planning Process for the Fiscal Year 2004-2006

  • The College of Education & Human Services and the School of Education will continue to participate and support all university initiatives that promote the recruitment and retention of diverse faculty members.

    Greatest Obstacles:

    • Although the School of Education advertises and promotes job postings at select universities and historically black institutions, their appears to be an unwillingness of qualified and talented minority faculty candidates to come to rural Big Rapids, Michigan.
    • Limited network.
    • Budget deficits limit vacany replacements, quality of searches, and availability of incentives.

    The last two faculty searches have not netted even an inquiry from diverse cultures/race candidates even though the search was national and strategically promoted to historically black colleges and black journals.



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  • FSU's Hiring Process: Recruitment Plan - Postion Advertising

    A centralized process for placing advertisements is part of the recruitment process. The purpose of the centralized advertising process is to reduce cost, produce more consistent and effective advertising, track applicant responses and the effectiveness of recruitment sources, and attract large, diverse applicant pools. Under this process, HRD places all advertising in newspapers, The Chronicle of Higher Education, trade and professional journals, and on Internet sites. Additionally, all positions are posted at all campus posting sites, at various off-campus facilities, on the FSU Web page, and on the FSU Job Hotline.

    Each hiring unit continues to do specialty, or "one-on-one," recruitment utilizing media such as radio, television, networking, professional conferences, and mailings to educational institutions that produce graduates relative to the position.

  • Affirmative Action
    Goals of Hiring Process:
    1. Attract large, diverse applicant pool
    2. Select the most qualified candidate


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  • FSU Faculty Recruitment CD-ROM


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  • Faculty/Staff Population Composition: University Vs. School of Education