|Submission Date||Feb. 27, 2015|
University of North Carolina, Greensboro
PA-7: Support for Future Faculty Diversity
Sustainability Education and Outreach Specialist
Does the institution administer and/or participate in a program or programs to help build a diverse faculty that meet the criteria for this credit?:
A brief description of the institution’s programs that help increase the diversity of higher education faculty:
The University of North Carolina at Greensboro has been dedicated to the education of future teachers since it opened as the State Normal and Industrial School on October 5, 1892. Teacher education is a university-wide priority led by the School of Education.
The School of Education (SOE) values diversity and works to be a welcoming, supportive, and pluralistic environment in which all students, staff, and faculty thrive. For both faculty and the student body, 16% of individuals are from nonwhite backgrounds. The SOE commitment to and appreciation of diversity is reflected in its coursework, community outreach efforts, work with local school systems, and research. This commitment is also reflected in the establishment of the Access and Equity Committee (AEC), which serves as a vehicle for faculty, staff, and students to advocate for diversity in the life of the School of Education. AEC specifically strives to do the following:
* Foster an inclusive climate that affirms the diversity of students, staff and faculty members by offering equal educational access and opportunity to all SOE community members.
* Educate the SOE community about critical issues pertaining to access, equity and diversity, and encourage the use of inclusive practices.
* Advocate for diversity in the life of the SOE community through educational programming, faculty and student recruitment and retention, and research development.
* Recognize outstanding work related to access, equity and diversity in research, teaching and/or service to the School of Education and/or the larger community.
Another program for potential future teachers is the "UNCG Teach" Learning Community, which provides students within the Pre-Education major a unique opportunity to explore the field of Education. Students enroll in specially designed courses focused on fostering strong educators for a global tomorrow. This learning community allows students to make friends, create study groups, experience collaborative learning, and network with faculty and professionals in the field. Exploring Teaching As a Profession (ETAP) is an academic interest group part of the Grogan Residential College.
Within the SOE is the Department of Educational Leadership and Cultural Foundations (ELC). ELC is concerned with issues of educational theory, cultural analysis, educational leadership and school organization, educational policy, and curriculum studies. The department seeks to prepare thoughtful and effective leaders in education through programs of study that are interdisciplinary in focus and that emphasize questions of moral concern, the cultural context of education, and a reconstructive vision for excellent and equitable schooling.
Scholarships are available for typically underrepresented groups as well as those who are studying to teach special education.
The UNCG Teaching and Learning Commons has a mentoring component and research based agenda to assist new faculty members with transitioning to our campus, but to also help them understand and navigate the tenure track process needed to successfully attain tenure.
Additionally, each of the academic units may be working on various projects to enhance diversity within their specific areas.
The website URL where more information about the faculty diversity program(s) is available :
Information for this credit was obtained from James "Rod" Wyatt, Director of Human Relations & Chair of the Chancellor's Advisory Committee for Equity, Diversity and Inclusion.
Other websites with information:
School of Ed: http://soe.uncg.edu/
UNCG Teach Learning Community:
Faculty Teaching and Learning Commons:
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.