E. Standard 4 Continuous Improvement
The unit has seen the most significant change in the way it recruits and retains diverse candidates and faculty. See RIC's Diversity Page.
Mt. Pleasant Teacher Academy
The Providence Public School Department and the College began collaboration in 2008 to institute a Teacher Academy to provide Mount Pleasant High School students with opportunities to become involved with the College's faculty members and courses related to the teacher education preparation program. The purpose of the Teacher Academy is to initiate the preparation of talented, culturally diverse high school students for admission to the teacher education preparation program at the College. Five FSEHD faculty members are responsible for developing and teaching a series of one credit College courses for the Mount Pleasant High School Teacher Academy candidates. The course credit earned from each of the College's courses may be transferred into the College once a Teacher Academy candidate has applied for and been admitted into the College.
In Fall 2006, the FSEHD Diversity Committee initiated the first section of CURR 150, otherwise known as A.L.L.I.E.D., the Advanced Learning and Leadership Initiative for Educational Diversity. In an effort to recruit and retain students from historically underrepresented groups into our education programs, we developed this one-credit course to help students develop both academic and cultural competencies. During the first semester, we welcomed 8 students to join forces as they prepared to enter the FSEHD at Rhode Island College and eventually, the teaching profession. For students who often feel disconnected and marginalized in their educational experiences, A.L.L.I.E.D. offered a unique space for building community and strengthening a sense of self. The A.L.L.I.E.D. puts together an annual conference PROMISING PRACTICES, which plays a key role in defining multicultural and diverse education in Rhode Island and Massachusetts.
FNED 150 - Learn to Learn to Teach is a one credit course that is paired with WRTG 100 and one additional general educations course needed for education majors, to create a learning community. Currently there are four sections of 15 students each separated by intended major (elementary education, secondary education and K-12 education). The major goals of this learning community are:
- Test taking skills (PPST, study skills and time management)
- Personal learning development (identifying strengths and weakness, motivation and commitment, academic fears, learning styles and strategies, expectations)
- Community building (with WRTG 100)
- College readiness/discourse of college life
A more detailed explanation of these initiatives can be found in Standard 4 Diversity - Exhibit 7.