Christ.  Scholarship.  Service.

Standard 4

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools. 

4.1    Diversity is the focus of one of the unit’s nine program objectives. It is also a consistent thread throughout the four components of the Conceptual Framework. All unit faculty members are committed to preparing candidates to teach effectively in a variety of environments and with diverse learners. Candidates receive a solid foundation for understanding diversity through curriculum content, a variety of field experiences, and instructional planning which both demonstrates and expects lesson adaptations for learner differences. For example:

  • All candidates are required to take ED 236-Educational Psychology, with an entire unit focused on cultural, ethnic, ability, and learning style differences in learners.
  • All Elementary, Elementary/Special Education, Elementary/ENL, and Elementary/Middle School majors are required to take both SE 232-Education of the Exceptional Child and SE 325-Differentiated Instruction, which focus almost exclusively on the needs of diverse learners and attending to those needs by developing multiple paths to learning.
  • All Secondary Education majors are required to take SE 234-Education of the Exceptional Adolescent, with focus on instructional planning adaptations within specific content areas and integration of diverse learners in the classroom.
  • All - grade majors take either SE 232 or SE 234.
  • Lesson plan formats used in all methods courses for both Elementary and Secondary candidates require the inclusion of adaptation for learner differences.
  • All candidates are required to take ED 395-Multicultural Practicum in Teaching, a practice instituted in the early 1990’s. This twelve day, all day (96 hour) practicum takes place during January with candidates placed in multicultural settings in Fort Wayne. Fort Wayne is the second largest incorporated city in Indiana and serves a diverse student population that is 51 %  non-white, has 69% of students receiving free or reduced lunch and represents 79 different languages. This practicum also involves an all day seminar on Ethnic Diversity and Socio-Economic Differences and another seminar day featuring a question and answer session with an ethnically diverse panel of professionals who are able to relate the non-white educational experience to candidates.
  • All Elementary, Elementary/Special Education, Elementary/ENL, and Elementary/Middle School majors also are required to participate in ED 398 (SE 397 for Special Education), a 4 week, all-morning (80 hour) practicum also taking place in Fort Wayne. These same majors participate in ED 397, also an 80 hour practicum taking place in the Huntington County Community School System. While not nearly as diverse as Fort Wayne, the diversity of the HCCSC student population has increased in the past several years, currently at 6.3 % students of color and 44.2 % F/R lunch.
  • Candidate dispositions are evaluated in all field experiences and student teaching using a report form with at least two characteristics which directly relate to meeting the needs of diverse learners in the classroom. Fairness evaluates the extent to which the candidate works productively with all learners without favoritism or bias. Sensitivity indicates that the candidate acknowledges and adapts to the instructional needs of students. Dispositional results are aggregated for allfield experiences in a summary data sheet for each candidate.
  • Lesson Evaluation forms used to evaluate candidate teaching in all field experiences and student teaching have criteria such as Learning Differences, Learning Environments, and Instructional Strategies that indicate the level of competence in meeting the needs of all learners in the respective classrooms.
  • Each of the three Checkpoints in the Unit Assessment System includes elements that deal with the candidate’s experience with and attitudes toward diverse learners. The dispositional reports described in the previous bullet are a part of the second and third Checkpoints.

(See Exhibit 4.3a for diversity proficiencies expected and Exhibit 4.3b for a comprehensive list of diversity components in the curriculum. 

4.2.b  The Education Department had reached the conclusion as early as 1999 that diversity issues facing the teacher education program were issues that could be dealt with most effectively at the institutional level. At the encouragement of the Education Department, a Diversity Task Force was created by the University at that time and was only beginning to show positive impact by the NCATE accreditation visit in 2005. By the time of the focused visit on Standard 4 in 2007, many of the initiatives still in their infancy two years before had begun to result in positive changes on the campus. The following timeline provides evidence of continued institutional efforts to encourage, develop, and uphold a culture that goes beyond tolerance of differences, to one that truly strives to develop and embrace diversity as a means of ensuring our vitality as an institution of higher education.  All these efforts benefit the preparation of teacher education candidates in proficiencies related to meeting the needs of diverse learners. Some are direct benefits, while others are indirect, but no less beneficial. 


  • The Huntington University Student Satisfaction Survey indicated that HU students were dissatisfied with their opportunities to interact with persons of other cultures and ethnicities.
  • The University’s Strategic Long-Range Plan was developed to include holistic efforts to create a climate on campus and in the local community, which embraces diversity and nurtures cultural competence.
  • Dr. Blair Dowden (President of the University) drafted and presented a proposal to Huntington’s mayor and city council to join the National League of Cities’ Partnership toward Inclusive Communities.
  • The City of Huntington’s Council members rewrote its mission statement declaring that our citizens’ “ethnic, economic, and religious diversity provides the strength that holds our community together. Huntington, IN, is a community of civility and inclusion, where diversity is honored and differences are respected.”
  • The Harmony Initiative Task Force was created. This group, led by Huntington University, includes leaders from local government, businesses, businesses, schools, social service agencies, churches, and the media


  • A Ball Foundation Grant proposal was written to fund start-up costs for the Huntington University/Youth for Christ Urban Mentoring and Leadership Scholarship Program.
  • The University established a relationship with LINC (Language Inclusiveness Initiative in the community).
  • Huntington University initiated an external “Diversity Audit”, led by Dr. Pete Menjares, to identify strengths, weaknesses, and to develop a plan of action to help the University increase diversity and grow in the area of cultural competence (2007-2008). His report led to several action steps.
  • During the fall of 2007, the University created a director’s role for the Horizon Leadership Program (Director of Urban Scholarship and Mentoring). This position has created a strong link between the University and Youth for Christ’s network of urban ministry centers serving diverse populations.
  • The University created the Diversity Committee to work on planning of the Conference on Christianity, Culture, and Diversity in America. This conference committee was chaired by a faculty member in the Education Department. 
  • Mrs. Carolyn Sleet, a woman of color and an elementary school principal, was enlisted as an adjunct faculty member in the Education Department to present seminars on Ethnic Diversity and Socio-Economic Differences in the classroom context. This has continued every year.


  • Huntington University hosted the second Conference on Christianity, Culture, and Diversity in America, which brought together more than 200 faculty, administrators, staff, and students to address issues of diversity and intercultural competence on college campuses. This event included concurrent sessions, plenary sessions led by nationally recognized leaders in Reconciliation and Restoration (Dr. Brenda Salter-McNeil and Dr. John Perkins), and campus and community events focused on celebrating Diversity. See .
  • The Harmony Initiative  was created as a means of formalizing University and Community efforts to make Huntington University’s campus and the surrounding community one that welcomes ethnic minorities.
  • The first cohort of Horizon Scholars enrolled at Huntington University. This is a collaborative partnership with Youth for Christ, which provided full scholarships and mentoring to low-income, minority students. These are the only full scholarships of any kind awarded at Huntington University. This initiative increased the percentage of U.S ethnic minorities on campus to 7%.


  • The Diversity Task Force was authorized as a permanent Standing Committee by the University.
  • The second cohort of Horizon Scholars increased percentage of U.S. ethnic minorities on Huntington’s campus to 7.7% of the total enrollment.
  • Huntington University implemented a campus-wide emphasis for the academic year; “One in Christ”. Activities included special events focused on Tolerance, Diversity, and Intercultural Competence.
  • Consultant, Dr. Brenda Salter-McNeil, was engaged during 2009-1010 for a year-long review of diversity initiatives, communication strategies, and organizational structures. The Multi-Ethnic Resource Team Manual was used to help guide the university in its effort to become more culturally aware and welcoming of diversity.
  • Joshua Canada, an African-American male graduate student served through 2010 in the Huntington University Learning Center, providing academic support services to all students.
  • A draft of a Theology of Diversity statement was developed by the University, which was included in the Faculty Manual of Operations and the University’s public website.


  • In April 2010, the Board of Trustees amended the Manual of Operations to include the following statement:  "Huntington University has a Biblical expectation to foster an environment that reflects the body of Christ: all members of our community, regardless of race, ethnicity, national origin, gender, age, and/or disability, are valued and appreciated for their diversity and role in the University. In doing so, we enrich our community and ensure our vitality by developing intercultural competency skills, engaging persons from many cultural backgrounds, and increasing opportunities for under-represented students, faculty and staff to attend and be employed at the University." 
  • Turnover on our Board of Trustees allowed for increases in the percentages of female (18%)and ethnic minorities (12%) serving on the Board. Currently, one-third of the board members are women or ethnic minorities.
  • A resolution was passed by the Huntington University Board of Trustees which articulates the university’s commitment toDiversity and Intercultural Competency, formalizing the initiative that had been growing over the past years.
  • Reverend Arthur Wilson, an African American, succeeded Amber Brown as the second Director of Urban Scholarship and Mentoring. He also served as interim campus pastor.
  • Dr. Blair Dowden asked that all faculty search committees include at least one female or minority candidate in every final selection pool.
  • A Theology of Diversity statement was adopted by the University, and was included in the Faculty Manual of Operations and the University’s public website.
  • Mr. Arthur Wilson, Director of Urban Scholarship and Mentoring, enlisted an ethnically diverse panel of professionals to address education majors during the Multicultural Practicum. This Q & A session allowed students to ask questions about the non-White experience of the panelists and to engage in authentic dialogue about how they can/should engage with children of color in their classrooms. This practice continues and the panel is currently being assembled for the January 2013 practicum.
  • The Diversity Committee developed Intercultural Competency pages on the University website.
  • The Diversity Committee began writing an Intercultural Competency Strategic Plan, focusing on Faculty/Staff recruitment and retention, student recruitment and support, and strategic collaboration.
  • New student enrollment of students of color was 7%.


  • Dr. Blair Dowden and Huntington University were awarded the Robert and Susan Andringa Racial Harmony Award for its efforts to increase diversity, cultural competence, and racial and ethnic harmony on the University campus and in the local community.
  • MOSAIC – an organization directed at intercultural understanding was begun on Huntington’s campus.
  • New student enrollment reflected 8.4% students of color.


  • The first cohort of Horizon Scholars graduated from Huntington University. This cohort of 5 included 4 of the original 6 recipients (2 transferred for athletics) and 1 additional recipient who applied but was not selected his freshman year. He decided to come to Huntington anyway, and was awarded a scholarship as a sophomore. This cohort also included Logan Placencia, an Elementary Education major.
  • The faculty of the University amended the Faculty Handbook to include a longer statement on Diversity and Intercultural Competency.
  • Reverend Arthur Wilson was named as the University’s first African American Campus Pastor.
  • Professor Carolyn Sleet, a recently retired public school administrator and a woman of color, was hired as an adjunct faculty member in the Education Department to teach a course in Assessment Strategies for Elementary Teachers.  In addition, she will continue her role as facilitator for seminars held during the Multicultural Practicum, and she will begin supervising student teachers in the spring of 2013.
  • U.S. students of color represent 8.2 % of new students enrolled and if new international students, most of whom are students of color, are added in, the total goes to over 13%.  Institutional diversity statistics are now beginning to reflect the emphasis in the past few years on minority recruitment. 2012 figures show over 6% of undergraduate students are U.S. students of color. If international (non-resident aliens) students are added, that brings the total to 9.8%.

Professional dispositions are vital in the M.Ed. program as well as in the undergraduate program.  The NBPTS Core Propositions, on which the M.Ed. curriculum and assessment system is based, all contain specific references to professional dispositions.  Using the same conceptual framework as the undergraduate program, the M.Ed. objectives align with the Steward of Learner Development principles (alignment chart) as well as the other areas of stewardship.  Professional dispositions are evaluated in class discussions, online assignments, projects, and presentations in each class (syllabi).  Periodic self-evaluations also address professional dispositions, especially concerning learner diversity.  The classroom management and differentiated instruction courses pay specific attention to the issues of professional dispositions and learner diversities (syllabi).  The recent addition of a TESOL/EL track in the M.Ed. provides additional emphasis on learner diversity (TESOL program details).  As diversity increases on campus (4.3.h), in the city of Huntington, and in the school districts in the region, the university’s teacher education programs have been involved in promoting diversity and have benefitted from the growing diversity in the school populations (4.3.f).  All of the M.Ed. students have been teachers from these surrounding school districts.  The only exceptions to this were two teachers from China who enrolled in the M.Ed. program.   

4.3 Exhibits


4.3.a.1  Diversity Proficiencies for Huntington University

(I.5.c.1) Conceptual Framework        

(3.3.e.4)  Multicultural Practicum Handbook

4.3.b4.3.b.1 Curriculum Diversity Chart

4.3.c.1  Teacher Work Sample Rubric

4.3.c.2  Multicultural Practicum Candidate Self Evaluation Survey (Student)

4.3.c.3  Multicultural Practicum Program Evaluation by Cooperating Teacher

(1.3.c.1)  Lesson Evaluation

(1.3.e.3)  Dispositional Survey

4.3.d4.3.d.1  Data table on faculty demographics
4.3.e4.3.e.1  Data table on candidates demographics
4.3.f4.3.f.1  Appendix C: P-12 diversity
4.3.g4.3.g.1 Faculty handbook (article 3.4.5)

4.3.h.1 New student enrollment by ethnicity

4.3.h.2 Horizon Initiative


4.3.i.1  Catalog description EDJ395

3.3.e.4   Multicultural  Handbook


NCATE Review 

Conceptual Framework

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Standard 6

IR: Addendum and Exhibits