Standard 4. Element Two: Experiences Working with Diverse Faculty

Campus-Wide Faculty

Since March 6, 1882, Virginia State University has demonstrated a strong and prideful commitment to diversity. Today, the University’s 20/20 Plan states a commitment to recruiting and retaining quality faculty with diverse cultural and ethnic backgrounds from across the United States and internationally. Candidates interact with a diverse faculty in both the areas of gender and ethnicity. The University is successful in hiring females and persons of diverse ethnic backgrounds. [1]In 2004, the number of male faculty hired was 145 (66%). The females hired on campus have risen from 56 (33%) to 73 (3%). Figure 3 shows an increase of females hired campus-wide from 63 females hired in 2001 to 73 by 2004, 2005 not published to date.

Figure 3: University Faculty Gender Distribution

The University is also committed to hiring and retaining faculty from diverse ethnic backgrounds. Figure 4 shows a growing commitment to increasing, campus-wide, the number of full-time faculty with diverse backgrounds. [2]Figure 4 also shows an increase of Whites, Hispanics and Asians hired in 2004. The current data has not been published. With the increase of faculty from diverse ethnic backgrounds, the University is committed to providing candidates with academic and social opportunities to interact with faculty in courses, lectures, workshops, forums and conferences on and off the University campus.

Figure 4: University Faculty Ethnicity Distribution

Unit Faculty

The Unit also has a commitment to faculty gender diversity. [3]Figure 5 shows that 65% of male faculty hired in the Unit is equivalent to the campus-wide data, but the females hired in the Unit is 41.39%, which is higher than 35% of females hired campus-wide.

Figure 5: Unit Faculty Gender Distribution

[4]The Unit has a commitment to recruiting and retaining faculty that represent diverse ethnic groups. Figure 6 shows 67.67% of the total Unit faculty is African American, 27.27% are Caucasian/White and 6.6% is Asian/Pacific American.

Figure 6: Unit Faculty Ethnicity Distribution

Faculty Experiences and Knowledge Related to Diversity

The Unit is committed to recruiting and retaining high quality faculty with diverse cultural and ethnic backgrounds. To ensure that faculty have opportunities to share their knowledge and understanding of diversity, the faculty within the Unit were asked to complete a diversity survey. Faculty were asked to respond to questions relative to cultural competency, addressing the needs of students with disabilities, addressing the needs of the gifted student anddifferentiating instruction. Other questions included demographic information. Survey results showed that 100% of the unit faculty performs the following:

utilizes print and non-print materials that represent diverse groups,
creates classroom activities with candidates that utilize examples of how to incorporate with students amulticultural approach that is inclusive of race, gender, ethnicity, socioeconomic, and exceptionalities,
uses instructional approaches that prepare candidates to interact with groups of students with gifted and exceptional needs,
uses instructional approaches that prepare candidates for a culturally and racially diverse society and workplace,
instructs candidates to use strategies to achieve classroom integration when students self-segregate in the classroom, and
uses appropriate instructional approaches that prepare candidates to use language that is not stereotypical of diverse racial and ethnic groups.

Faculty Working Collaboratively with Candidates

Unit’s Diversity Focus Group Meetings

Faculty and candidates within the unit meet the second Wednesday of each month, or as needed, to discuss the implementation of the NCATE Diversity Standard 4 throughout the academic year. A few examples of current discussions include the addition of a student representative from the advanced program to the Diversity Focus Group, the continuing evaluation of courses that emphasize diversity, and the planning of diversity collaboration between faculty and candidates. The group also discussed how candidates work with other candidates and how candidates work with students from diverse backgrounds in field experiences and clinical practice. The meetings cover topics on celebrating diversity on and off the VSU campus and ongoing diversity dialogue among faculty, candidates, administrators at VSU, and the local community.

Diversity Celebrations

The Professional Education Program is delighted to sponsor the second annual celebration of diversity. This is an evening event that takes place in February, in conjunction with Black History Month. The purpose for the event is to enhance collaboration among VSU faculty with candidates, candidates with candidates from other institutions, and candidates with students in PK-12 schools. The participants in this event come from diverse ethnic, race, gender, socioeconomic, exceptional and religious backgrounds and they share their diverse gifts and talents in song, dance, poetry, art, and academic achievement.

Diversity Dialogue Circle

The dialogue circle is a monthly event held in Harris Hall. The purpose of the diversity dialogue circle is to build a unified and collaborative relationship among VSU faculty, candidates, staff, administrators, PK-12 schools, community businesses, and campus and community organizations. Pre-candidates and candidates are encouraged to participate in the dialogue circle sessions. The goals of the Diversity Dialogue Circle are to:

increase/enhance cultural awareness of diverse cultures represented at VSU and in the local communities,
encourage dialogue amongst a varied populationto break down stereotypes and generalizations,
enhance knowledge of cultures including customs, values and social events to build bridges,
gain an understanding of group norms in order to collaborate sensitively with culturally diverse colleagues, and
discuss diversity as it relates to ethnicity, race, gender, socioeconomic status, exceptionalities, language, religions sexual orientation and global awareness.

[1]Provost Office Listing; HR Banner (Fall 2004)

[2]Provost Office Listing; HR Banner (Fall 2004)

[3]IPEDS –S (Fall 1996-2003); IPEDS-SA (Fall 1998-2003);HR PC Files (Fall 1998-2003); Provost Office Listing; HR Banner (Fall 2004)

[4]Provost Office Listing; HR Banner (Fall 2004)