Assessment of experiences and understanding of diversity in the above courses include oral and written reports regarding candidate visits to agencies, mock IEP meetings for transition, and oral and written lesson plans for teaching transition skills. In addition, advanced candidates are required to prepare curriculum for teaching students what is needed for transition. Throughout the Teaching and Learning curriculum candidates complete field experiences that provide avenues for multicultural exchange through structured interaction with diverse populations. Reflective journals serve as venues through which candidates process field experiences and elaborate on significant observations. Although the types of diversity most visible at TSU are racial and gender diversity, most of the classes at TSU are composed of students from broadly diverse socioeconomic and cultural backgrounds.
Authentic opportunities exist for trusting, cross-cultural relationships to evolve.
Faculty make deliberate use of this multicultural environment by planning activities which promote the development of mutual, genuine respect among participants. For example, cooperative learning activities are deliberately used to structure interactions and to create a sense of interdependence. The classrooms become a safe place for candidates to explore their feelings and ideas about social justice and equity issues in an arena that fosters meaningful learning through social interactions. We are committed to embracing and critically examining diversity issues. They have had a variety of multicultural experiences working, living and traveling throughout the United States and abroad.