4a. Design, Implementation, and Evaluation of Curriculum and Experiences
4b. Experiences Working with Diverse Faculty
4c. Experiences Working with Diverse Candidates
4d. Experiences Working with Diverse Students in PK-12 Schools
Conceptual Framework
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
State Standard


4c. Experiences Working with Diverse Candidates

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

Based on Fall 2008 enrollment data, the ethnicity of the campus candidate population consisted of 65.84 % Whites (non- Hispanic); 26.76 % Black/ African Americans; 1.00 % Hispanic; 3.00% Asian; 0.35 % American Indians; and 3.06 % other and/or not identified ethnic groups. Six international students were enrolled during the Fall 2008 semester. 1,004 students were in-state and 86 were from states other than Louisiana.

The student population within the university and the unit represents a diverse group of individuals. Candidates interact with peers from varying groups through courses, outside class assignments, and participating in university events. Candidates participate in a many university-sponsored activities such as Mix-It-Up, International Education Council Cultural Fair, Food Fair, and Specialty Seminars. These activities provide opportunities for candidates to interact and learn about others from diverse backgrounds in informal settings.

Initial candidates routinely interact with diverse groups throughout their coursework. For example CURR 386, which all initial candidates are required to take, has an assignment, part of the signature assessment, to interview and interact with a student from a foreign country. Candidates in the MAT program participate in the summer institute, which provides an opportunity for them to engage in guided group activities to encourage, by design, interaction of candidates from diverse backgrounds.

Candidates in advanced programs interact with each other through class discussion online, group projects, and discussion forums. When the collaborative project with the Seno-American Center based in Taiwan is fully implemented, 20-30 Taiwanese candidates will be added annually to the M.Ed programs in Curriculum and Instruction and in Educational Leadership. This cohort will provide another opportunity for both our M.Ed and undergraduate candidates to interact with a diverse group of students. Additionally, 6-10 international teachers who are working in a nearby parish are enrolled in the fall 2009 ESGL 550 course. This will provide another opportunity for our candidates to interact with international candidates. Candidates in the Ed.D program enroll in LEC 704 Socio-Cultural and Diversity Issues; through group projects and individual assignments, candidates are immersed with their diverse peers in the examination of socio-cultural issues related to the existence and delivery of programs and services for equity and excellence in the education of diverse student populations.

As counseling and school psychology interns, candidates are exposed to clients from such diverse backgrounds as socio-economic status, race/ethnicity, gender, diverse lifestyles, and an array of issues, such as depression, substance abuse, eating disorders, prison, and domestic violence.

(Exhibit 4c1.1 Working with diverse faculty and candidates)


4c.2. How diverse are the candidates in initial teacher preparation and advanced preparation programs? [Diversity characteristics in addition to those in Table 9 can also be presented and discussed, if data are available, in other prompts of this element.] Please complete Table 9 or upload your own table at Prompt 4c.4 below.

Exhibit 4c2.1 Diversity of Candidates in the Initial and advanced teacher preparation program 2006-2009



Candidates in Initial Teacher Preparation Programs
n (%)

Candidates in Advanced Preperation Programs
n (%)

All Students in the Institution
n (%)

Demographics of Geographical Area Served by Institution (%)

American Indian or Alaska Native

2 (0.30%)
0 (0.0%)
33 (0.35%)
728 (0.21%)

Asian or Pacific Islander

3 (0.45%)
0 (0.0%)
287 (3.00%)
1387 (0.40%)

Black or African American, non-Hispanic

153 (22.84%)
34 (30.63%)
2557 (26.76%)
121,430 (35.03%)


2 (0.30%)
0 (0.0%)
96 (1.00%)
4,125 (1.19%)

White, non-Hispanic

492 (73.43%)
76 (68.47%)
6292 (65.84%)
215,684 (62.22%)

Two or more races

0 (0.0%)

0 (0.0%)

0 (0.0%)

2079 (0.60%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

1248 (0.36%)

Race/Ethinicity unknown

18 (2.69%)
1 (0.90%)
292 (3.06%)


670 (7.0%)
111 (1.2%)
9557 (100%)
346,647 (100%)


582 (86.87%)
83 (74.77%)
6149 (64.34%)
not available


88 (13.13%)
28 (25.23%)
3408 (35.66%)


670 (100%)
111 (100%)
9557 (100%)



4c.3. What efforts does the unit make to recruit and retain candidates from diverse groups?

In an effort to recruit and retain undergraduate and graduate candidates, the unit provides opportunities for involvement in campus life ranging from pre-college support programs such as GEAR Up, which brings middle school and high school students from local area schools to campus several times a year, Mock Graduation, VAPA Day, Summer School, to Freshman Seminar (UNIV 101) where candidates learn about different cultural customs and ideas. Undergraduate and graduate candidates are provided opportunities to meet informally with faculty at unit-sponsored social events and barbecues, as well as professional development conferences that are hosted by the unit. (Exhibit 4c3.1 Recruitment and retention of diverse candidates)

The MAT program sponsors and participates in many activities and events designed to recruit (flyers, information sessions, career fairs) and retain (professional development seminars, individual professional development support, counseling) candidates from diverse groups.

The unit has created recruitment materials that are disseminated to public and independent schools within the service area. Faculty visit school sites each semester to promote the program and request recommendations from faculty and administrators for individuals who demonstrate leadership potential.

In the Summer of 2009, the College of Education and Human Development entered into agreement with Seno-American Center based in Taiwan to recruit Taiwanese students for the M.Ed in Curriculum and Instruction, Educational Leadership and Ed.D program. This program is designed to recruit and retain approximately 20-30 M.Ed and Ed.D candidates every year for the unit programs and will broaden interactions as well as promote diversity for our initial and advanced candidates. For the advanced doctoral program, minority scholarships and fellowships are available to entering candidates to assist them while in the program and to retain them throughout program completion.


4c.4. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to candidate 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.]