4b.1. What opportunities do candidates (including candidates at off-campus sites and/or in distance learning or alternate route programs) have to interact with higher education and/or school-based faculty from diverse groups?

The racial and gender composition of the institution has increased every year since Fall of 2006. In the 2006-2007 academic year, the institution had 43 minority fulltime and part time faculty members. In the 2008-2009 academic year that number increased to 57. The unit in 2006-2007 academic year had 4 minority faculty members. In the 2008-2009 academic year this number jumped to 12 minority faculty members. There were 53 minority school based faculty members for the 2008-2009 academic year. (Exhibit 4b1.1 2006-2009 Demographic breakdown of institution, unit and school based faculty members)

Most unit faculty self-identified themselves as a person with multiple ethnicities. Faculty who responded were predominantly Christian (88%); however, other religions were represented: 11% (3) Jewish; 11% (3) Muslim; 7% Hindu (2). The faculty represent a variety sexual orientations (11% GBLT), as well as age ranges (50% 20-45 years; 37% 46-60 years; 13% 61-75+ years). 19% of the faculty surveyed self-identified as a person with disabilities. In addition, the majority of the faculty surveyed had at least a basic vocabulary in either Spanish (15) or French (11); several faculty (5) claimed proficiency in at least one foreign language, including Chinese and American Sign Language. (Exhibit 4b2.1 Faculty Survey on Diversity)

As the teacher education program continues to grow, the unit seeks to find different ways to provide interaction between teacher candidates and diverse faculty members. Starting in the spring of 2010, candidates in both the initial and advanced programs have an opportunity to conduct their practicum or internship in Australia. They can also participate in a two week study tour to China. A partnership is established in collaboration with Wisconsin Whitewater with Shinux University in China. These two opportunities provide teacher education candidates a great opportunity to interact with diverse university and school based faculty members.  (Exhibit 4b1.2 Study Tours)

The university-wide Diversity Committee works with the International Student Organization to sponsor and publicize the events that support intercultural competence and cultural consciousness. These annual events, encourages students and faculty from diverse groups to “Mix It Up” and have lunch with someone from a different cultural group. (Exhibit 4b1.3 Diversity Committee).

By having diverse faculty not just in the unit but also in the institution and the school sites, the candidates are presented with the opportunities to interact both formally and informally. During field experiences, practicum, student teaching/internships (includes other school professionals), candidates are given opportunities to have educational interactions with school-based faculty from diverse groups. 26% of our school-based faculty was composed of minorities in the 2008-2009 academic year.

4b.2. What knowledge and experiences do faculty have related to preparing candidates to work with students from diverse groups?

Unit faculty are constantly updating their knowledge of diversity-related issues. As part of Faculty Week, the week preceding instruction, unit faculty have presented and participated in several sessions dedicated to diversity issues (Exhibit 4b2.1 Faculty Survey on Diversity). In addition, many faculty participate in professional development outside the unit that helps them better prepare candidates to work with students from diverse groups. Data from a 2008 faculty survey (N=34) show that the majority of faculty address diversity issues as part of their coursework; over three-fourths of the faculty respondents (79%) have led class discussions relating to race, gender, and cultural diversity. Data from the same survey show that 80% of the faculty surveyed reported that they were provided with professional development opportunities relating to diversity. (Exhibit 4b2.1 Faculty Survey on Diversity)

A 2009 faculty survey (N=26) showed that 73% of the Unit faculty who responded had experiences traveling outside of the United States; of these, over one-third had traveled internationally 3 or more times in the past 5 years. The overwhelming majority of these experiences (88%) were in countries where English was not the primary language, and almost half (41%) of the respondents stayed for over one month on at least one of the trips. In the past 5 years, several of the faculty respondents have worked in other countries (N=8) studied abroad (N=5), and/or presented research (N=4).

4b.3. How diverse are the faculty members who work with education candidates? [Diversity characteristics in addition to those in Table 8 can also be presented and/or discussed, if data are available, in response to other prompts for this element.] Please complete Table 8 or upload your own table at Prompt 4b.5 below.

Table 8 Faculty Demographics 2008-2009

*Institutional faculty numbers include all deans and administration that have faculty rank but do not teach.

4b.4. What efforts does the unit make to recruit and retain a diverse faculty?

The University of Louisiana Monroe (ULM) is an affirmative action, equal opportunity employer and therefore, abides by federal and state laws and guidelines pertaining to hiring practices. Diversity is one of the core values of the university: “Diversity in academic programs, traditions, experiences, perspectives, opinions, ethnicity, and culture enriches and unifies a university. We celebrate uniqueness in our students, faculty, and staff because diversity expands the opportunity for learning.” (Exhibit 4b4.1 Unit Diversity Statement). The unit strives to recruit diverse faculty as vacancies arise. The policy explains that ULM is actively engaged in employment practices that reflect an ongoing plan to encourage minorities and women to be a part of the University.

The ongoing plan is articulated in terms of employment procedures that address advertising, recruitment, and screening. As a general requirement of the university, advertisements are placed in newspapers and professional papers. National searches are conducted for all faculty positions to ensure systematic and long-term efforts are made to attract and retain faculty from different ethnic, racial, gender, and personal backgrounds representative of diversity among people in society. Recruitment also occurs during attendance of national conferences.

In an effort to retain newly appointed faculty members, university and unit wide faculty orientations have been designed. New faculty members are given a mentor to help them adjust to a new environment and also help them in their professional endeavors. Endowed professorship opportunities are available for faculty members to help with research and teaching. Several minority faculty have been awarded endowed professorships in the past couple of years and some hold administrative positions, such as Assistant Dean of Assessment and Accreditation, Secondary Education Program Coordinator, and Clinical Director of Community Counseling.

4b.5. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to faculty diversity may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]