FPG Project Summary

Crosswalks: Outreach to Infuse Diversity in Preservice Education

This project has been completed

Crosswalks is developing and testing a framework to support early childhood and early intervention faculty and preservice programs in preparing students to work effectively with culturally and linguistically diverse children and families. Crosswalks will design, test, evaluate and disseminate a model for using that framework and a companion “toolbox” to increase the extent to which diversity is reflected in coursework, fieldwork/practica and preservice programs.

Crosswalks is working in four North Carolina higher education communities that include public and private colleges/universities, Historically Black Colleges and Universities (HBCUs) and community colleges. Evaluation data, based on faculty, program and student change, will guide revisions and scaling up of all project materials for national distribution/replication. Use of evidence-based practices and a randomized experimental design will assure the integrity and validity of project findings.

Salient features of the Crosswalks implementation plan include: (1) developing a framework for evaluating the preservice coursework, field experiences and programs in terms of cultural content and values; (2) developing a companion toolbox of resources and strategies for guiding diversity-related changes to coursework, field experiences and programs; (3) using the framework to develop plans for increasing the emphasis on diversity in preservice programs; (4) using the toolbox and a sequence of training and technical assistance to promote diversity-related changes; and (5) evaluating the impact on faculty, programs and students (graduates).

Anticipated outcomes that will result from this project include: ·Increasing faculty knowledge and skill related to “braiding” values, content and pedagogy related to diversity into coursework, field experiences and programs; ·Increasing the capacity of graduates to work effectively with diverse children, families and colleagues; ·Strengthening the linkages among North Carolina institutions of higher education to support the movement of culturally and linguistically diverse students into teacher preparation programs; and ·Disseminating a model (measures, framework, toolbox) that can be used by any faculty member or preservice program to prepare students who are comfortable, confident and capable resources to diverse children and families.