a. Statement of integration of diversity
I. Analysis of Evidence that Demonstrates Diversity Integration
The EPP’s framework, Teacher as Reflective Problem Solver (TARPS), considers a significant aspect of preparing candidates for 21st century classrooms is ensuring an adequate understanding of the social and psychological conditions of learning including cultural and linguistic differences, exceptionalities and developmental characteristics of P-12 students; develop, articulate and practice a constructivist, integrated, and multicultural curriculum and pedagogy that promotes and honors individual dignity and rights of students consistent with the nature of a pluralistic and democratic society; and they consider the diverse nature of classrooms and society in general.
The EPP has sequenced courses to facilitate candidates’ understanding of learning theory to apply it through progressively more substantial practicum experiences eventually leading to student teaching. Through these courses, candidates demonstrate the capacity to reflect on the day-to-day aspects of teaching/learning; to decide whether a teaching/learning activity achieves the purposes of a sound education; and to judge how this experience relates to the larger issues of democracy, justice, and equity in our diverse society. The candidate demonstrates the willingness and capacity to:
.Practice teaching/learning from our model’s thematic structure: Action, Interpretation, and Critical Reflection;
.Continuously engage in self-analytical and self-reflective processes for professional development;
.Engage in critical discourse about education issues;
.Respect the individual dignity and diverse learning orientations of all students;
.Commit to excellence in academics and practical teaching/learning experiences;
.Assume personal responsibility for professional development;
.Engage in lifelong learning.
We believe strongly that attention to diversity and social justice, students with exceptionalities, and technology are such important components of education that they need to be discussed and examined throughout our education courses. We do not require separate courses on these topics, rather, students examine these issues throughout their program (see Diversity Table and corresponding Syllabi).
Another aspect of the candidate’s preparation is service learning, which embodies the theme and philosophy of the TARPS model. We embrace a constructivist perspective of learning which posits that learners must be actively involved in developing their understanding of new experiences, concepts, ideas, and information. Our philosophy specifically states that we want students to develop knowledge, dispositions, and skills which will help them “to make informed choices, to actively participate in the shaping of one’s own life and the shaping of the social, cultural, political, and economic structures of a democratic society.” Service learning provides a model for participation through reflection, and helps students determine how their participation might have helped themselves as well as others.
In EDUC 200, students participate in Service Learning, administered by the Office of Student Community Services and Student Learning, which is particularly suited to this course. Here, students examine why education in the United States has taken the forms that it has, who the dominating educational ideas most benefit and who they disadvantage, and how existing educational experiences develop and extend the practice of democracy and social justice.
SU expands upon diversity through initiatives within the curriculum and through student programming. The Core Curriculum uses four goals for student learning and development, and in support of global competencies and human diversity. The first curriculum goal involves the fostering of knowledge of human cultures. The third goal of personal and social responsibility has two objectives that focus on diversity and multiculturalism:
1. Develop global understanding and respect for cultures and societies outside of the United States; and;
2. Demonstrate understanding of multiculturalism and sensitivity to issues of diversity.
( See Core Curriculum)
Competencies adopted from the LEAP (Liberal Education America’s Promise) plan, with minor modifications from the report of the Association of American Colleges and Universities, include both Global Understanding and Respect and also Multiculturalism and Diversity. Every course in the second tier of Shepherd’s Core Curriculum (with the exception of Wellness and Writing in the Major) must address at least one of the following areas and be designated as such in the catalog: civic knowledge and engagement, global understanding and respect, and multiculturalism and diversity. Every student is required to take a course in each of these areas during his or her time at Shepherd. Thus, multicultural understanding is embedded throughout Shepherd’s Core Curriculum. ( See Core Curriculum)
Non-curricular emphasis upon the importance of diversity is infused throughout the student experience. This commitment is woven through the policies of multiple offices and student groups, as detailed in the Student Handbook, including: Office of Multicultural Student Affairs; Disability Support Services; The Multicultural Leadership Team and Scholarship Program; Allies (Gay/Straight Alliance); International Student Union; Pan- African Student Organization; Alianza (Hispanic/Latino student group); and the Black Student Union. (See the Student Handbook here: http://www.shepherd.edu/wordpress-1/wp-content/uploads/2016/10/StudentHandbook.pdf).
b. Statement of Integration of Technology
I. Analysis of Evidence that Demonstrates Technology Integration
The SU-EPP recognizes that graduates who are equipped with a solid foundation in computer-related technologies will produce increased and effective use of computers and related technology in P-12. The university has obtained greater resources to equip faculty and students in this area. The EPP offers EDUC 380: Technology in 21st Century Teaching and Learning, and infuses the use and content of technology requirements throughout all courses in the Teacher Education Program (see Technology Alignment Table 2017 and corresponding Course Syllabi). To this end, teacher candidates have ample opportunity to use many of the current technological products that are available. Candidates reflect on the significance of technology, how to use technology ethically and responsibly, and how to use current technology in well-equipped schools as well as those schools with few computers per classroom.
The infusion of technology across courses ensures candidates develop a critical understanding of the central concepts, tools of inquiry and structures of representation and their interdisciplinary connections in pedagogical content knowledge that are central to the discipline(s) she/he teaches including the uses of educational multimedia technology. Candidates demonstrate this by: planning and implementing 21st Century Learning experiences that are based on explicit understanding of the core concepts, tools of inquiry, and structures of knowledge that are central to the subjects being taught; using a variety of 21st Century Learning assessment strategies (e.g., portfolios, observations, presentations, essays, criterion-referenced tests, learning project results, norm-referenced tests), both formative and summative, to assess the effectiveness of teaching/learning experiences; and, using a variety of 21st Century Learning strategies (e.g., individualization, whole group, project groups, cooperative learning, learning centers, discussion, lecture, technology) to optimize teaching/learning opportunities in the classroom.
-Computer Competency is a required component for admission to the Teacher Education Program. Students must demonstrate:
-Produce different types of word processing documents
-Send email (including sending attachments)
-Organize information into a database or create a spreadsheet to calculate data
-Find lesson plans on the internet through web browsers
-Find information on the internet for a course assignment
-Conduct library/internet research
-Navigate online course modules
-The types of technology that we have available for use by faculty and students in our program are:
-Digital Cameras and Camcorders
-Televisions with video and DVD players
SU-EPP students engage in the following types of activities to learn and demonstrate their use of technology:
-Development of PowerPoint presentations for oral reports.
-INTEL Teach to the Future training for all students in EDUC 380.
In these classes our teacher education students, who are also out in the field teaching to K-12 students, use productivity software as a means to produce a unit that has as the basis for individual student assessment using PowerPoint Presentations, Publisher, or web page development.
-Use of the internet to locate materials for course requirements.
-Use of Sakai.
-Use of various databases to locate articles on education issues.
-Development of videos for course presentations.
To achieve the goal of effective teaching to support student learning outcomes, resources have been expanded to meet the needs of faculty. These include technology, and support for professional development and scholarship activities. The CTL (CTL) leads faculty development workshops, like the Focus on Student Learning (FOSL) series. These feature presentations and mini-workshops led by professors and other experts who present helpful and innovative teaching strategies. See http://www.shepherd.edu/ctl2.
SU TECHNOLOGICAL INFRASTRUCTURE.
Information technology used to support the academic mission is organized into classroom technology, “virtual classroom” technology, and traditional computer labs. Most classrooms and other teaching spaces on campus are equipped with a standard set of information technologies: a computer, projector, internet access, and a white board. Some classrooms have additional technology capabilities, such as “Smart” boards or a high-end sound system, current technology necessary for specific disciplines such as computer science and engineering, and West Virginia Department of Education (WVDE)-required software and technology preparation for teacher candidates.
Shepherd has approximately 31 computer labs with 620 computers (although some are for specific majors only) on campus for student and faculty use. Specialized labs are used for instruction in many disciplines. The student fees fund most of the labs; IT Services and the Department of Computer Science, Mathematics, and Engineering support others. All computers are on a four-year rotation cycle and have a standardized set of software such as Microsoft Office. Some labs have more specialized software or hardware, as required by the particular needs of the academic program using the lab.
The Sakai Collaborative Learning Environment (CLE) is accessible for all faculty and their students within all instructional modalities (i.e., from posting resources for traditional classes to exclusively online instruction). All courses have Sakai sites and the majority of faculty utilize these sites in one capacity or another.
The Scarborough Library is a leading resource for information, innovation, and intellectual aspiration at the University and in the region. This expanded facility offers technological resources including wireless access and data ports throughout the building and additional room for collections and student study spaces. The library provides laptops and other technology for circulation as well as public access computers. More than 12,000 full-text periodicals are available from the library’s many subject specific databases such as Lexis-Nexis, CINAHL, Medline, Academic Search Complete, MLA, JSTOR, and Project Muse. The library provides full-text access to thousands of newspapers such as the Wall Street Journal and the historical New York Times. These databases can be accessed on and off campus. (http://www.shepherd.edu/library/library-research)