Diversity is a concept that extends beyond student demographics and can be seen in its many forms within the educational community and world at large. Cultural, philosophical, ideological, and intellectual diversity are among the many forms of diversity that are incorporated into our conceptual framework and, as such, are integrated into the ways that we teach and assess candidates in our programs. Our conceptual framework provides the impetus to focus on diversity through several of its guiding principles. The foundation of any initiative to focus on diversity is based on the development of Community. The School of Education itself represents a diverse community of scholars and students, and through its various programs and activities offers candidates direct experience with diversity in its varied forms. In addition, as is demonstrated in each of the Program Reports (see document room) each license area provides a means of generating and supporting smaller and more meaningful communities. Candidates progress through programs in cohort groups, engage in field experiences and community service learning projects in diverse settings as they participate in a variety of communities within and beyond the walls of the School of Education.

In order to prepare candidates for the diverse school and community settings in which they will teach, they must engage in Meaningful Experience in those settings. Candidates need to experience “the multiple realities of children, teaching and schools.” Each program area provides clinical and field experiences in an effort to expose each candidate to a variety of environments and students (see document room). A notable example of this kind of experience is the Cultural Immersion Project which provides the opportunity for overseas placement in a variety of diverse cultural situations. This project also provides the opportunity for pre-service teachers to be placed in reservation schools to work with Native Americans.

Diversity as a topic of study cannot be isolated within a single “multicultural education” course. Infused across our programs are occasions for Critical Reflection in which candidates consider “the multiple contexts in which schools function, (and) an appreciation of diverse perspectives on educational issues.” As we address a range of values, beliefs, perspectives, and forms of knowledge, we promote candidates' acquisition of Knowledge and Multiple Forms of Understanding and an appreciation of diverse points of view and lead students to gain “a particular sensitivity to the diversity of students.” Courses and programs that address how teachers need to work with students with disabilities also contribute to our candidates' understanding of diversity and its implications for teaching.

In addition to the aforementioned commitment to diversity, the School of Education at IUB provides programs focused on increasing the ethnic and cultural diversity of the IU community and the teaching profession. Project TEAM (Transformative Education Achievement Model) is an important part of the School of Education's efforts to prepare teachers for culturally diverse student populations. The primary purpose of Project TEAM is to offer a community within the School of Education that provides academic, social, personal, and financial support for students from underrepresented minorities who wish to become teachers. Numerous other groups devoted to promoting student diversity and providing resources and support for minority students are available through the School of Education and the University. The Office of Academic Support and Diversity provides an effective advocate for students, faculty, and staff of color and programs and services that promote diversity, equity, and excellence at Indiana University. Finally, our ongoing commitment to diversity is expressed in Goal 5 of the School of Education's Long Range Plan. This goal considers recruitment, retention, curriculum and the overall culture and climate of the School of Education. The commitment to diversity that is reflected in our conceptual framework is supported by these important efforts in the School and throughout the IUB campus.