ABSTRACT
In this chapter we discuss how the College of Education (COE) at Zayed University (ZU) adapted and reframed the National Council for the Accreditation of Teacher Education (NCATE) definition of diversity to be representative of the diversity inherent in the Arabian Gulf culture in general and the ZU student body in particular. We discuss the four components of the NCATE diversity standardcandidates, curriculum, diverse field experiences, and faculty-and how the COE worked to infuse its notion of diversity into all four components. We will conclude with a discussion of the implications of this experience for other international institutions applying for NCATE/CAEP accreditation.
