Assessment Dissemination Project

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student-teacher may be functioning at this level.

Description of an Incomplete Score: The student teacher has an objective, but the objective is not applied with a multicultural interest. The student teacher may have had a lesson plan already established and appears to merely "add-on" to make it appear multicultural. They may not have developed the lesson plan with a multicultural intention. They may not have intended to develop the lesson plan with a multicultural emphasis at the onset.

Example #1: A student teacher who wants: "To relate the culture of the Hispanics to math class."

Target population: Secondary
His/her objective: "To find the volume of pyramids and circular cones."
His/her content: "Find the volume of the rectangular prism with the same dimensions as the pyramid of the Quetzeacoat?"
His/her reasoning appeared to be: "Because pyramids were in Mexico, they are relating to another culture."

Example #2: A student-teacher who wants to "allow the ESL students a chance to show off their heritage and share their knowledge."

Target population: Elementary
His/her objective: "To identify member instruments in the families while listening to an orchestral excerpt."
His/her content: "Learn the punctuation to the Spanish song... name four types of instruments in Spanish and English... discuss the similarities between the instruments within one family."
His/her reasoning appeared to be: "Not one student in the class is left out of the lesson. There is an opportunity to learn.".

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student teacher may be functioning at this level.

Description of an Unsatisfactory Score: The student teacher’s lesson plan has a multicultural interest, but it is either: a) not of significant importance, or b) is trivial (e.g., food day or making beads). The lesson plan does not actively involve students and is merely teaching factual information rather than beliefs or skills applicable to human interaction. The lesson plans that contained stereotypes or bias in the content also earned an unsatisfactory score.

Example #1: A student teacher who wants to "allow the students to see how Black Americans have impacted their lives."

Target population: Elementary
His/her objective: "The students will be able to list three reasons why George Washington Carver is important."
His/her content: "Read the story of Carver... let everyone eat peanuts... the class will plant peanuts."
His/her reasoning appeared to be: "By thinking about what peanuts are used for, the students will be allowed to see how Black Americans have impacted their lives."

Example #2: A student teacher who wants learners "to understand the culture of the Renaissance time and to develop an appreciation for the connection that can be seen between literature, music, art, and religion."

Target population: Middle-Secondary Education
His/her objective: "To allow students to visually see the culture as well as to become part of it by participating in the activity."
His/her content: "Think about the Renaissance time... listen to music... view a staged scene from the Renaissance... look at slides depicting the Renaissance time period."
His/her reasoning appeared to be: "By being comfortable, listening to music, and looking at pictures, the students can understand the concept of the Renaissance and its relation to society."

Description of a Developing Score: The student teacher’s objectives clearly focus on multicultural interests and is a central part of the lesson. The lesson plan begins to incorporate student attitudes and beliefs. However it still only communicates factual information of cultures, and lacks the synthesis of reflection and thought required to globalize the material for human interaction applications.

Example #1: A student-teacher wants to "address a culture that is different than that of the majority of the class [Mexico]."

Target population: Elementary
His/her objective: "Students will be able to list two differences between the U.S., count 1-10 in Spanish, and list their colors in Spanish."
His/her content: "Mexico is like the United States... depending on what part of Mexico you are in, you will see different things... Another difference in Mexico is the types of sand... we are going to learn Spanish words."
His/her reasoning appeared to be: "By learning words, examining similarities and differences and differences between the U. S. and Mexico by using visual aids, all students will leave knowing more about the culture than before."

Example #2: A student teacher in physical education wants learners to "be knowledgeable in the history of sports played in other parts of the world."

Target population: Secondary
His/her objective: "Know that religious and philosophical ideas have been forces throughout history and cultural expression reflects a society’s history and beliefs."
His/her content: "What skills does it take to play the sports you enjoy? What sports are popular in other countries?... Aztec Indians [sic] played a game which is a combination of [sports familiar to students]... [actual engaging in the ancient sport]... What are some of the skills needed to be a player in this sport?"
His/her reasoning appeared to be: "By relating the game to current familiar sports, the culture’s history, playing the sport, and an examination of the skills needed to become a player, students will become aware how religious and philosophical ideas have been forces in history."

Description of a Proficient Score: The student teacher has a clear, original, MC focus and it is a central part of the lesson. The objectives are elevated above factual information to include active involvement of students, and apparent efforts are made to overcome stereotypes and group/culture bias. The information is used and shared with classmates and potentially through outside interactions, or synthesizes personal reflection and thought. Some lesson plans placed in this category also included developmental adaptations.

Example #1: A student teacher wants students to "take a common thread and allow each child to share with the group... to help build community and celebrate similarities and differences."

Target population: Elementary Education
His/her objective: "Sharing the diversity of families and traditions in an open, non-judging way... each child is welcomed and encouraged to tell us all about themselves."
His/her content: "Each student will construct a poster using their family photographs... identify which state or country their relatives live... write about one of their family traditions... present posters and creative writing to the class."
His/her reasoning appeared to be: "By discussing each student’s families and traditions, students realize that everyone is both similar and different, and each of these characteristics is special and unique."

Example #2: A student teacher who wants "to increase communication between group members through a survival activity following a lesson on the Diary of Anne Frank.

Target population: Secondary
His/her objective: "Student had to develop a plan to go into hiding, listen and appreciate the ideas and opinions of their peers, and identify challenges the Frank family faced as they went into hiding."
His/her content: "Introduce The Diary of Anne Frank... group members are assigned to play specific ‘characters’ to role-play... develop a plan to co-exist peacefully with situational constraints like food rations, limited times of movement... and not be ‘discovered’ by other teachers and student."
His/her reasoning appeared to be: "By role-playing different characters and developing a survival plan under situational constraints, students learn to empathize with the characters in the book, learn to listen to one another, and communicate their own ideas in constructive ways."

Description of an Incomplete Score: The student teacher has not followed the prescribed lesson plan format ( one of the following is missing from his/her lesson plan: objective, content, procedure, evaluation/assessment). The student teacher may not have adequately addressed the objective, content, procedure and evaluation/assessment link within the lesson plan.

Example #1: The student-teacher addresses the objective and procedure, but does not include an evaluation or assessment component in the lesson plan.

Target population: Secondary-Middle Education.
His/her objective: "Students will gain a better knowledge of the hardships of war."
His/her content: "Pass out the play part for the play Making Georgia Howl...read play"
Assessment Component: None given

Example #2: The student teacher addresses the objective and procedure, but does not include an evaluation or assessment component in the lesson plan.

Target population: Elementary Education
His/her objective: "Students will have fun while recognizing that children from other cultures have games similar to games in the US...Students will make a connection that our cultures are different, but are also the same in many ways."
His/her content: "Prior to game day we will study communities around the world...point out similarities and differences in these communities...then play games around the world...discuss similarities and differences."
Assessment Component: None given

Description of an Unsatisfactory Score: There is a weak or unclear link between the objective, activity, and assessment. The assessment is cursory or inaccurate and only a few students are assessed (e.g. asking only the group leaders about understanding). The objectives are vague and difficult to measure.

Example #1: The student teacher reads to the students to teach them about the life struggles of slaves (a vague and somewhat difficult objective to measure). The assessment is not in-depth (i.e., calling on students), not connected with the objectives (i.e., increasing awareness) and it is limited in scope (i.e., only assessing some students).

Target population: Elementary Education
His/her objective: "Students will listen to A Picture Book of Abraham Lincoln and the first chapter in Meet Addy to increase their knowledge of slavery and the president who enabled it to come to an end. Students will learn the steps in predicting which will help them build thinking skills."
His/her content: "Write prediction on the board and ask students what it means...Tell students we will be making predictions today...I will retell The Little Red Hen, but stop before the ending."
His/her reasoning appeared to be: "Because students are learning about how races other than the white race were treated in the 1880's. The students will learn what life was like for the slaves and the struggles people went through."

Example #2: The student teacher gives a vague evaluation procedure. The objective is cursory and lacks insight into cultural diversity. The student teacher discusses skin color, but not what it means to each student or to society. The assessment, thus, does not encourage the student to search for individual meaning with the information. This is a case where there is a partial connection between the objectives/activity/assessments (i.e., it could earn the next higher score), but the pedagogy lacks meaning and the assessment produces little insight about student understanding, especially on an individual basis.

Target population: Elementary Education
His/her objective: ‘Students will discover the many shades of skin and that there are more skin colors than black, brown and white."
His/her content: "Students look in mirror to observe own features...match a color to their skin...then draw their facial features...then cut them out and hang their self portraits for comparisons."
Assessment Component: Matching color to a self-portrait.

Description of a Developing Score: The assessment partially matches objectives and activities. The assessment is usually cursory or topical and not specific enough to measure the objectives. The student teacher does not ask the student to search for individual meaning, instead he/she presents the student with one sided facts and figures and the assessment is based on regurgitating facts and not on comprehension.

Example #1: The student-teacher will describe their house and how it is similar and different to living quarters of Native Americans. In this lesson plan all students are assessed, but the assessment is unidimensional (a writing exercise). There is a link between the objective and the activity, nut a much weaker link between the objective/activity and the method of assessment. That is the student-teacher asks students to write why they chose a group and explain how they built the house instead of asking why they built the house and why there are cultural differences.

Target population: Elementary Education.
His/her objective: "Students will discover the differences between the Navaho Indians and the Pueblo Indians."
His/her content: "Show students pictures of both Indian tribes...possibly read a book...have students discuss similarities and differences...have students create a living quarters for one of the Indian groups
Assessment Component: "Then write why they chose that group and explain how they built their living quarters."

Example #2: The student-teacher still has a vague evaluation process. The student-teacher "grades" each students’ drawing for effort and degree of completion, but not on understanding of similarities and differences as stated by his/her objective: "to study another persons traditions and beliefs that is [sic] different from theirs." The objective and activities match, but the assessment is somewhat cursory and detached from the original intent. The students may have attained the objective, but the student-teacher needs minor assessment refinements to make this determination. Even though all students are given query, students will most likely tend to respond in very similar ways. The assessment is almost worthy of a proficient score because it promotes student understanding beyond facts and into meaning. However, the lack of assessment formality (e.g., evaluating and getting students to reflect on their responses) and emphasis of grading on effort instead of content prohibits a higher scoring.

Target population: Elementary Education.
His/her objective: "Read Creation of a California Tribe...describe and analyze different parts of the story as it is read. Then students will create their own pictures of things that represent their family...Students study another persons traditions and beliefs that is different than theirs..students observe other traditions and important events."
His/her content: "Show class an example of a Maidu picture from the book...point out how different drawings show events in their life...They will compare and contrast their family with the depicted family."
Assessment Component: Observation of participation and of pictures. Questioning each student about differences.

Description a Proficient Score: The objectives are clear and match the activities and assessment. The assessment procedure involves a MC/D emphasis and this emphasis is comprehensive. The assessment taps into the depth of the students’ understanding beyond the mere recognition or repetition of facts.

Example #1: The student-teacher immerses the students in numerous mock environments that introduce the students to many cultures and many factors within each culture. The students are evaluated on the amount and quality of researched information. The students are also evaluated on the way they organize and synthesize the information they are presenting to the class.
Target population: Elementary
His/her objective: "To give the students a broad understanding regarding beliefs, customs, and holidays of others living around the world by participating in mock vacations to many different countries.
His/her content: Students broken up into groups... then research [the] designated country... then display and discuss researched findings...students present their "trip" to the class... discuss group responses to presentations.
Assessment Component: "Students are judged on realism of experience by a rubric and the level of understanding."

Example #2: The assessment is based on the objectives. The activities present a nice progression from introduction of the objectives to the assessment of depth regarding students’ understanding of the topic. The assessment also looks at the emotional and practical input from the students.
Target population: Secondary
His/her objective: "a) Understand and examine the debate of whether professional sports teams should have Indian team mascots, b) examine how Native-Americans feel about their culture."
His/her content: "Introduce topic and present a question for discussion... discuss an article pertaining to this topic and look for pro and con arguments... break into pro and co groups... present arguments... then give closure and discuss how the students’ practically and emotionally feel about the issue."
Assessment Component: "Students will write a summary paper on the experience...they were asked to take and defend an argument and a counter-argument."

Description of an Incomplete Score: The student teacher’s objective, lesson plan and reasoning seemed to convey apathy towards diversity by not mentioning it. This, in effect, exemplifies the attitude that "everyone is similar" or "everyone is equal" without examining possible sources of diversity (individual or global). The student teacher could also be FOCUSING on or highlighting stereotypical differences.

Example #1: The student teacher who wants to communicate "that it is not only people of color that have different skin tones, but Caucasians also have different skin tones." The activity may exacerbate the categorization of people by skin color.
Target population: Elementary
His/her objective: "Children will be able to help determine the name of the skin tones of their classmates with 90% accuracy."
His/her content: "Compare skin with neighbors... test the color of their skin... give each student their skin tone name."
His/her reasoning appeared to be: "By comparing skin tones, the students realize that all people have different skin tones, and how skin color of many people is not the same."

Example #2: The student teacher wants to "teach teamwork and demonstrate motor skills by getting to know each other as a diverse group."
Target population: Middle-Secondary education (in an ethnically/racially homogeneous classroom)
His/her objective: "To demonstrate motor skills and maneuvers that pertain to canoeing... demonstrate responsibility and teamwork during participation."
His/her content: Students engage in a canoeing activity in groups of two, and practice "Boat obstacle races."
His/her reasoning appeared to be: "By canoeing and using teamwork, people of all races can accomplish a goal and maintain a good working environment."

Description of an Unsatisfactory Score: The student teacher’s objective, lesson plan, or reasoning includes recognizing and mentioning diversity, but the student teacher minimizes its importance. The student teacher could also be FOCUSING on or highlighting stereotypical differences. An unsatisfactory product may appear to merely "add on" something from "another culture" to satisfy the MC lesson plan requirement. The MC focus is NOT the foundation of the lesson plan. The student teacher’s rationale often is by learning how to do a culturally characteristic activity, students will learn about the culture.

Example #1: The student teacher wants to "introduce the Japanese culture by teaching a traditional braiding style."
Target population: Elementary
His/her objective: "Students will demonstrate the ability to create a Kumihimo braid using a cardboard loom, and define how Kumihimo braids were traditionally utilized."
His/her content: "Introduce how braiding is traditionally used... provide examples... instruct and demonstrate..."
His/her reasoning appeared to be: "By learning traditional Japanese braiding, the students will learn about the Japanese culture."

Example #2: A student teacher wants to "have students become aware of where we get our raw materials to produce certain items, and that they are made in different countries."
Target population: Middle-Secondary education
His/her objective: "Students need to realize the importance international trade and interdependence may have an effect on their daily lives."
His/her content: "Divide the class in groups of two... name which countries goods are produced in... eat a Hershey bar... ask for the contents of the candy... where do cacao beans come from... examine exchange rates... examine international trends..."
His/her reasoning appeared to be: "By studying how cultures are interdependent on each other, the students will gain a better understanding of different cultures such as body gestures."

Description of a Developing Score: The student teacher’s MC objectives, lesson plan and reasoning reflect recognition of and a general acceptance of differences. The student teacher is neither apathetic nor indifferent and the lesson plan reflects an acknowledgment and understanding that people, as a group, are both similar and different. The lesson plan also includes some limited opportunities for reflection of student’s perspectives.

Example #1: A student teacher wants to "expose the class to different foreign countries in the context of the Olympic Games."
Target population: Elementary
His/her objective: "By the end of this lesson, in cooperative groups, students will create an oral presentation on a single, participating country of the Olympic games."
His/her content: "... foreign music is playing the in background... predict where people live from the photographs.. mark the country on the map... brainstorm what makes up a culture... research their particular country... present their country to the class."
His/her reasoning appeared to be: "By examining all of the components to a culture and researching about the different countries that participate in the Olympic Games, the students will became ‘experts’ on that particular country."

Example #2: The student teacher wants to "allow the students to study past or present mathematicians who have derived theorems which we study today."

Target population: Middle-secondary education
His/her objective: "Pick a math figure of their choice and be able to relate to or explain their history and culture."
His/her content: "... choose [a mathematician] from a variety of time frames, subjects, regions, are encouraged to select from cultures they are connected to or wish to become more familiar with... prepare an oral presentation and written report both delivered in the first person... students should key on major contributions as well as the society and culture surrounding the individual’s life."
His/her reasoning appeared to be: "Through choosing a mathematician from a diverse culture and presenting his/her contributions to society in the first person, students will learn more about the contributions of people from diverse cultures."

Description of a Proficient Score: The student teacher’s lesson plan not only demonstrates respect and affirmation of differences between cultures, but also the appreciation of individual differences as well. The student’s MC objectives not only contain reflections on perspectives, but also allows students to use the information learned in interactions with fellow students and possibly through outside work. In other words, the objectives take into account the classroom as a microcosm and its part in the whole of society.

Example #1: A student teacher wants to "have students understand each individual as a unique person, and that colors are not how we should stereotype people."

Target population: Elementary
His/her objective: "To blend paints of different skin tone colors on their arms and identify the colors used... note the colors that they have in common... and identify that people should not be stereotyped as white, black, brown... they are made up of many colors we all have in common."
His/her content: "Have the students do some research with their parents about their ancestry... find out about all the places in the world that their ancestors have come from... discuss with the class the history they have in common... talk about common characteristics of people from different parts of the world... have the students make a list of the colors they used and compare them with the rest of the class."
His/her reasoning appeared to be: "By studying where each individual’s ancestors are from and discovering their skin tone mixture, each student will find something common about themselves and what is unique about them and their families."

Example #2: A student teacher wants to "identify individuals from different societies who have contributed to the field of geometry."
Target population: Secondary
His/her objectives: "The student will be able to identify and describe a profession that interests them and describe how that field is related to or incorporates geometry and/or mathematics."
His/Her content: "Relate to the students several stories of contributions of different cultures, races, sex, with visual examples...bring in professional(s) who are women and/or minorities and who have a career in a field which uses math and geometry...write a career profile describing the profession...encouraging students to talk to people in the profession they decided to research....applications of geometry in their own work."
His/Her reasoning appeared to be: "By not only examining the history of the contributions of minorities to mathematics and bring in a current professional who uses math in their work, the students can examine their own career goals and how they will use math/geometry in their daily lives."

Description of an Incomplete Score: The student teacher makes no attempt to adapt for different learning styles. The lesson plan is geared toward a homogenous classroom or the recommended adaptation is inappropriate.

Example #1: The student teacher never discusses how he/she will approach different learning styles.

Target population: Middle-Secondary Education.
His/her objective: Not stated.
His/her content: Terminology for the differences between vertebrates and invertebrates. Student teacher also employs an exercise that uses the nomenclature associated with animal body parts.
His/her inclusive strategy/ESL services appeared to be: Not stated.

Example #2: The student teacher states that he/she will be doing a hands on kinesthetic activity which requires little verbal communication and thus they feel all students should be able to participate without limitations. Additionally, the student teacher indicated that he/she would be near for any assistance needed by the students.

Target population: Elementary
His/her objective: "Students will be able to experience the traditional way of life of the Native Americans by participating in an Indian stick song and dance."
His/her content: "Students will brainstorm about different games their family and friends play..read chapter about Native American games in our social studies textbooks..listen to song...teacher demonstrates...students follow...students placed into groups...students then practice...then we will compare US children’s games with Native American children’s games." Assessment is based on individual and group participation, not on comprehension.

Description of an Unsatisfactory Score: The student teacher only uses one adaptation for different learning styles. This adaptation is often very one- sided, unilateral, or limited. The adaptation is often not an appropriate form of support. An unsatisfactory product may convey the attitude that "I will just get an ESL tutor and the problem is solved." The student teacher engages in little internal responsibility for addressing student’s needs.

Example #1: The teacher would merely provide an interpreter, teacher-aide, or paraeducator assistance for the student.

Target population: Middle-Secondary Education.
His/her objective: "Interview two members of your family to learn where your family is from research and prepare a travel guide or a power point presentation."
His/her content: "Develop interview questions...find sources...design cover page, table of contents, and bibliography...Research two countries and discuss ten indicated items about each country...create power point presentation and present project to class".
His/her inclusive strategy/ESL services appeared to be: "I would use an ESL tutor for my student."

Example #2: The student teacher makes a content adaption (use of portfolio) but no adaptions for learning styles.

Target population: Middle-Secondary Education.
His/her objective: "Students will explore and research psychologists who are members of a diverse population or ethnic group."
His/her content: "Students will investigate one diverse psychologist...then create a 5 to 8 minute creative presentation...then the students will be given a specific rubric to follow...then they will give their presentation and will be videotaped, which will become part of the student’s portfolio for the psychology class."
His/her inclusive strategy/ESL services appeared to be: "I used the para."

Description of a Developing Score: The student teacher uses two or more adaptations to support more than one learning style. The student teacher begins to perceive that there are many more approaches beyond the normal adaptation of having "an interpreter or a paraprofessional." For example, instruction includes the use of universal pictures or symbols with common words. Also the student may benefit from group in which they must problem solve as a group.

Example #1: The student teacher wants to use more than one learning style to solve problems.

Target population: Middle-Secondary Education.
His/her objective: "As a group the students will answer the following questions in a class presentation with the use of visual aides...Each group member will choose a community member role (example, legal expert, mining executive, environmentalist) perspective...Each member of the group will discuss their points of view to solve a problem... The group as a whole must then agree on a plan to solve the problem using compromising skills."
His/her content: "Students will work with five different scenarios to solve community problems...The students as a group will prepare a presentation 7-10 minutes in length with visual aides for the class.
His/her inclusive strategy/ESL services appeared to be: "Students must look at problems from various perspectives. Then they must work together to solve each mining scenario/problem which represents the best solution for the community... I would use visual aides and graphics to present the lesson plan. I would also use a cooperative learning strategy which allows the students to explain the problems/answers to each other. I could also place ESL students in a group with bilingual students to facilitate the learning process."

Example #2: The student teacher wants to have students "understand, tolerate and respect others by knowing themselves... and recognize their own cultures."

Target population: Elementary.
His/Her Objective: "The students will be able to work together, to share feelings and ideas, and will be able to write a poem."
His/her content:"The student will make a name sign and share it with the class along with a brief description of who named them and what their name means. Students will then be placed into groups to discuss respect (what it means and how it is shown). Then they will brainstorm about what things are important to their identity...then they will discuss the similarities and differences that we respect about each other."
His/her inclusive strategy/ESL services appeared to be: "This would depend on the students’ literacy level. I could use a translator if possible. I could let the ESL students draw pictures to communicate. I could ask the ESL students to verbally answer questions, rather than having them develop written responses. I could also give the ESL students advanced notice of homework to allow them to work outside of class to prepare their homework activity. I could also obtain advice from other qualified teachers/staff members."

Description of a Proficient Score: Many different adaptations support learning styles of all of the students in the classroom environment. The classroom works together as a community to examine communication difficulties. Each student will have an opportunity to demonstrate their heritage in the least restrictive environment as possible. The class is not divided based on differences. These differences are recognized and the students as a group are challenged to work together to meet the set objectives.

Example #1: The student teacher wants to "design a unit that helps celebrate diversity in our society... it helps promote diverse individuals so that individuals from that same background can see the success that individual had."

His/her objective: "In groups of 3, students will identify and write a report on an individual from a different gender, race, ethnicity, or religious group other than there own. Students will state in writing at least 4 contributions and aspects that person made to our society and the impact it had on his/her background. Each group will present orally at least one visual aide."
His/her content: "The purpose of the lesson plan is to make students aware that important people throughout history who influenced society can come from all genders, racial groups, cultures, and religions."
His/her inclusive strategy/ESL services appeared to be: "I would provide many services to meet the needs of my ESL students. I would use an interpreter if needed. I would try to teach the key terms in my students native languages. I would provide visual and oral instructions in both English and other appropriate languages. I could have the lesson plan instructions taped in several different languages. I could modify the assignment to fit the English speaking and reading ability levels of all the students in my class."

Example #2: The student teacher wants students to "learn about a variety of ethnic backgrounds through the sharing of the student’s family history and origins."

Target population: Elementary Education.
His/her objective: "Students will learn about various family history’s and origins, including those from various ethnic backgrounds...They will create a family crest using information which they learned about their family history."
His/her content: "Discuss projects with students...Explain they will be making crests that represent their families history and origin...They will pick 3 or 4 pictures that portray their family...They will display a crest for each students family...Then give them an opportunity to share and explain student family crests."
His/her inclusive strategy/ESL services appeared to be:"I would make sure my visually impaired students were seated at the front of the room and pass around any materials which are displayed. For my students with Attention Deficit Disorder, I would allow them to help display materials and pass them around the room to accommodate their difficulty sitting still. For my students with limited English proficiency I would make sure to record instructions and concepts on the black board. I would also provide many visual materials to help the students understand what is expected of them."

Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.

Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006

Analytic Exemplars

FACTOR #1: Content of Objective
(includes Question #2 State the multicultural/diversity objectives)

Analytic Exemplars

FACTOR #1: Content of Objective (includes Question #2 State the multicultural/diversity objectives)

FACTOR #1: Content of Objective
(includes Question #2 State the multicultural/diversity objectives)