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Standard 4: Diversity

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.

4.4.a   Aggregate data on proficiencies related to diversity that candidates are expected to demonstrate through working with students from diverse groups in classrooms and schools, including impact on student learning

4.4.b   Curriculum components and experiences that address diversity proficiencies (This might be a matrix that shows diversity components in required courses.)

4.4.c   Assessment instruments and scoring guides related to candidates meeting diversity proficiencies (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

4.4.d   Data table on faculty demographics (see Appendix A for an example)

4.4.e   Data table on candidates demographics (see Appendix B for an example)

4.4.f    Data table on demographics of P-12 students in schools used for clinical practice (see Appendix C for an example)

4.4.g   Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty

4.4.h   Policies and practices, including good faith efforts, for recruiting and retaining diverse candidates

4.4.i    Policies, procedures, and practices that support candidates working with P-12 students from diverse groups


1. Curriculum components that address diversity.


2. Expected proficiencies related to diversity.

3. Assessments to measure diversity-related proficiencies.

4. Summary of candidate performance on above assessments.

Initial Teacher Preparation Initial Teacher Preparation Initial Teacher Preparation
Other School Personnel:

Other School Personnel:

  • Ed Leadership – Relevant ELCC standards are measure in assessments as noted in the SPA report on AIMS
  • School Counseling
Other School Personnel:

  • Ed Leadership – Evidence of specific ELCC standards is provided in the SPA report on AIMS
  • School Counseling

5. Faculty Demographics

6. Unit policies, practices, and procedures that facilitate experiences with faculty, candidates, and P-12 students from diverse groups:

Field Placement Policies

All candidates are expected to have at least one field placement each in an urban, suburban, and rural environment.  This is monitored through on-going communication between departments and the STEP Office.

7. Policies and practices for recruiting and retaining:

A Diverse Faculty

Diverse Candidates:

The Office of Undergraduate Admissions is committed to the following:

We will treat each applicant as an individual, and make every effort to take into account the enormous variation in academic and co-curricular opportunities from one school to the next, from one state to the next.  Experience suggests that excellence does not always, and everywhere, come in uniform dimensions.  We are aware that an important part of a student’s education is derived from the mix of students he or she will live with, study and play with, and come to know.

The following initiatives are integral to supporting the recruiting and retaining of diverse candidates:

Urban Teacher Academy:

This grant-funded program is designed for high school seniors who have an interest in teaching in urban environments.  While it does not draw minority candidates exclusively, it has helped us to develop interest in TCNJ among students from a variety of backgrounds.  Interest has been so keen that the TCNJ admissions counselor who focuses on minority recruitment has begun to work with the program organizers regarding admissions procedures.

Selective Inclusivity Committee:

College ad-hoc committee charged with exploring, evaluating and making recommendations for addressing the challenge of maintaining exemplary academic profile admissions while also addressing the need for diverse student body.

Minority Scholars Reception:

In concert with the admissions office, the educational opportunity fund office, and academic support services, this reception is held semi-annually to invite high-achieving college-bound African American, Latino, and other under-represented groups to TCNJ at large and the SOE in particular.  Many of these students are eligible for national merit scholarships as well as state-wide Educational Opportunity Fund Promise awards (for first generation college students), and college-wide Chairman of the Board Minority scholarships.

Minority Retention Taskforce:

College-wide committee comprised of academic faculty, staff, and student support service administrators who meet regularly to identify best practices in minority student retention and to make recommendations to college governance for full implementation at the school-wide and college-wide levels.

Career and Community Studies (CCS):

The Career and Community Studies Program (CCS) is a nondegree, college-based, liberal studies program for students with significant cognitive disabilities (ages 18 to 25) designed to prepare them for adult life through academic rigor, career discovery and preparation, and peer socialization as part of a diverse community of learners.  Students wanting to be considered for this program present a disability that is characterized by significant limitations both in intellectual functioning and in adaptive behavior. They are highly motivated young adults who would likely have considerable difficulty succeeding in a traditional college degree program.  Several teacher candidates volunteer to serve as mentors for CCS students, providing our teacher candidates with daily social and instructional interactions with students who have significant cognitive deficiencies.