Abstract
As teacher-education programs across the United States seek to comply with the National Council for Accreditation of Teacher Education (NCATE) standards to provide accountability and improve teacher preparation, they are challenged by two NCATE standards in particular: composition of candidates for licensure and the composition of the faculty. This article describes 1 large university's activities during the last 10 years in their attempts to increase their faculty's levels of awareness and to enhance their accomplishments for infusing culturally responsive and responsible pedagogy across the curriculum. Their educational journey provides a map that can be followed by other faculty as all teacher-education programs meet the NCATE challenge.
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