Archived Events

March 21, 2016 CEBS Diversity & Equity Committee Brown Bag Series presents: Culturally Responsive Research Ethics

CEBS Diversity & Equity Committee Brown Bag Series presents:
Culturally Responsive Research Ethics

  • by Dr. Maria Lahman
  • Monday, March 21
  • 11:30 – 1:00pm
  • Candelaria 1375
  • Lunch will be provided for registered participants. To reserve your seat contact CETL@unco.edu

In this session Culturally Responsive Research Ethics will be described as a possible aspirational ethical stance in which researchers consider issues above and beyond IRB and discipline ethical codes. Drawing on tenets from ethnographic understandings of culture, culturally responsive teaching, reflexivity and relational research, culturally responsive researchers attempt to know their personal cultures and those of their participants in order to increase the likelihood of enacting ethically responsive research. Attendees should come ready for lively discussion over issues that may be unanswerable and will leave with questions to pose to themselves and the people they mentor in research.

Dr. Maria Lahman is a professor of qualitative methodology in the Department of Applied Statistics and Research Methods, College of Education and Behavioral Sciences at the University of Northern Colorado. She is co-chair of the Institutional Review Board which she has been part of for 14 years. Her specialty areas are research ethics and methodologies with young children and diverse groups of participants and alternative representations of research findings.

February 25, 2016 CEBS Diversity & Equity Committee Brown Bag: Can we prepare culturally and linguistically responsive teachers online?

CEBS Diversity & Equity Committee Brown Bag:
Can we prepare culturally and linguistically responsive teachers online?

  • by Dr. Dana Walker
  • Thursday, Feb. 25
  • 12pm to 1pm
  • Mckee Room 8

This presentation critically examines the constraints and affordances of online teacher education in preparing teachers for culturally and linguistically student populations. Based on a cross-case analysis of online and on-campus courses, the results of the study indicate that while there was no significant difference between online and on-campus courses in terms of teacher acquisition of knowledge related to CLD instruction and assessment, questions remain about whether distance learning can promote critical self-reflection, culturally responsive teaching practices, and collaboration within schools, when teacher learning is not supported and situated in schools and communities in an ongoing and structured way.

Bio: Dana Walker is Associate Professor in the CEBS graduate program for Culturally and Linguistically Diverse Education

January 25, 2016 Let's Get to the Bottom of It: Educational (In)Opportunity among Historically Marginalized Students of Color

Let's Get to the Bottom of It: Educational (In)Opportunity among Historically Marginalized Students of Color

While education reformists still struggle with the distinction between the "Achievement Gap" and "Opportunity Gap," Students of Color continue to face adversity in their schooling experiences and educational opportunities. In consequence, students "who are least advantaged continue to exist [nearly] invisibly at the margins." (Oprisko & Caplan, 2014, p. 36). By centering the role of structural marginalization, the presenter will facilitate a discussion into discerning the root causes of educational (in)opportunity among historically marginalized students of color.  

  • Jan. 25, 2016
  • 11:30 am to 1:00 pm
  • Candaleria RM #1375
  • Lunch will be provided

Joshua J. Prudhomme is currently a Doctoral Candidate in Educational Policy and Practice at the University of Colorado Boulder. He is Co-Director of the Education Diversity Scholars Program, an instructor of record for first generation students at CU, and a researcher for the National Education Policy Center. He is dedicated to contributing to policy and practice that engenders equity and improves access to quality educational opportunities and experiences for historically marginalized youth—in particular, students of color and students in foster care.

October 22, 2015 A FOCUS ON INCLUSIVENESS: REFLECTIONS ON PRACTICE with the HESAL PROGRAM FACULTY

Oct 22 - A FOCUS ON INCLUSIVENESS: REFLECTIONS ON PRACTICE with the HESAL PROGRAM FACULTY

The HESAL program faculty will share how they understand INCLUSIVENESS, as reflected in the CEBS Diversity & Equity Framework, and discuss how it informs their teaching, research, and praxis at varying levels (e.g., program, College, and/or Profession). Interested participants are encourage to come prepared to join the conversation and add to the knowledge constructed in this space. More information about how the CEBS Diversity & Equity Framework describes INCLUSIVENESS can be found below. The full Framework can be found here

  • Oct. 22, noon - 1:00pm
  • McKee 282

INCLUSIVENESS

Create inclusive classrooms, professional settings, and school communities. We will:

  • Develop habits and skills of learning about our students' cultural heritage, their families and communities.
  • Develop skills for teaching tolerance and the values of a pluralistic society.
  • Create an environment open to differences and intolerant to harassment, welcoming diversity through a combination of inclusive instruction, professional practices, and relevant community connections
April 27, 2015 Testimoniando: Testimonio as a Decolonial Literacy Practice for Marginalized Students

Testimoniando: Testimonio as a Decolonial Literacy Practice for Marginalized Students

  • April 27, noon to 1:00 pm
  • McKee 282

Through testimonio, students begin to understand their lived realities within a historicized context and have the potential to imagine other possibilities, thus reading the world in a more socio-critical way (Gutiérrez, 2008 ). The genre of testimonio is most notably recognized for its roots in Latin America, particularly for its use in documenting and voicing experiences of marginalization (Delgado Bernal, et. al., 2012; Burgos-Debray, 1984; Latina Feminist Group, 2001). This presentation situates testimonio within Chicana/Latina feminist perspectives in education. In doing so, González explores the pedagogical and methodological implications for literacy education with second grade students, actively working towards de-normalize dominant knowledge and disrupt ideas of valued epistemologies for students and educators.

Mónica González is a doctoral student in Literacy Studies in the School of Education at the University of Colorado, Boulder. Her research focuses on the language and literacy practices of Latino/a youth in non-traditional learning spaces such as afterschool programs and community centers. Additionally, she examines how Chicana/Latina feminist theoretical approaches to education can provide an alternative understanding to the dominant ways that Latino/a students are positioned within the institution of Education.

For more information contact:

Dana Walker, Ph.D.
Chair CEBS Diversity & Equity Committee
University of Northern Colorado
McKee 271, Campus Box 107
970-351-2720
dana.walker@unco.edu

Monday, March 30th, 2015 Deconstructing Your Lived Experience: Counter-narratives as Scholarly Discourse

Diversity and Equity Committee Brown Bag Session:

"Deconstructing Your Lived Experience: Counter-narratives as Scholarly Discourse"

  • Monday, March 30, 2015
  • 12:00-1:00pm
  • McKee Hall 08

Presenters will discuss the usefulness of narrative inquiry for curriculum analysis, while underscoring how critical theoretical frames aid in understanding its significance. Sample narratives will be shared to illustrate the impact of using counter-narratives in scholarly discourse.

Presenters:

  • Chayla Haynes Davison
  • Betty Cardona
  • Larry Loften

Monday, November 17th, 2014 Persia, Iran:  History, Culture, and Politics

Monday, November 17th, 2014
Persia, Iran:  History, Culture, and Politics

Presented by: A group of Iranian Faculty and Students and two Americans with experience of living in Iran. Niloofar Ramezani, Ken Jones ,Hassan Jazayeri, Mehrgan Mostowfi
Ruby Sabzevari, Khalil Shafie

Brown Bag Session sponsored by the CEBS Diversity and Equity Committee
The purpose of this event is to provide an opportunity for faculty, student affairs professionals and staff to learn about Iran’s History, Culture, and Politics from different perspectives.
Consistent with the CEBS Diversity and Equity Framework, this event is designed to increase diversity awareness and help us work towards greater equity and social justice in our university campus and the communities we serve.

This session is co-sponsored by the International Education Week: Center for International Education

Thursday, May 1st, 2014 Latina/o students’ experiences of success at UNC and beyond

Presented by Latina/o UNC students. Brown Bag Session sponsored by the CEBS Diversity and Equity Committee.

The purpose of this event is to provide an opportunity for faculty, student affairs professionals and staff to learn from the experiences of underrepresented Latina/o college students in a predominantly White campus and environment. We will discuss challenges these Latina/o students have encountered at UNC, how they have managed these and become successful academically and professionally.

Consistent with the CEBS Diversity and Equity Framework, this event is designed to increase diversity awareness and help us work towards greater equity and social justice in our university campus and the communities we serve.

This session is co-sponsored by the Center for the Enhancement of Teaching and Learning.

Date: Thursday, May 1st, 2014
Time: 12:00-1:00 p.m.
Location: Candelaria 1375

  • Dr. Aldo Romoro, Director CUMBRES
    Dr. Aldo Romero,
    Director CUMBRES
  • Susana de la Torre
    Susana de la Torre
  • Valerie Lovato
    Valerie Lovato (MA-2010, BA-07)
  • Angélica Rivas
    Angélica Rivas
  • Carlos Cruz
    Carlos Cruz
  • Fabian
    Fabián García (BA-11)

The 2010 census confirmed the demographic reality that Latinos have become the largest ethnic/racial group in the United States, representing approximately 16% of the total population. By the year 2020, Latinos are projected to represent close to 25% of the 18-29 year-old U.S. population. That same year, the nation’s public high schools will collectively produce almost 200,000 more Latino graduates (Hoover, 2013). The U.S. Census Bureau projects that the number of Latinos will almost triple by 2050 and will represent about 60% of the country’s growth with about 128 million Latinos making up 29% of the total projected 440 million U.S. population (Passel, 2008). Today, Latinos are not only the largest and fastest growing ethnic/racial group, they are also the most underrepresented population in postsecondary education in the U.S. in comparison with their White, Asian and Black age group counterparts.  While the number of college-age 18-24 year-old Latina/os continues to increase, their college enrollment and graduation rates are not increasing in similar proportions (Villalpando, 2010).

It is critical that college leaders and educators recognize these demographic trends and understand the composition of a growing diverse student body so we can ensure that Latino students have access, persist, and graduate from college.

April 3, 2014, Walking in Beauty: Challenges of Recruiting and Educating Native American Students in a Western Context
Native American Students
  • Harvey Rude
  • CEBS Equity and Diversity Committee
  • April 3, 2014 Brown Bag Presentation
  • 12:00-1:00 pm

The increasing emphasis regarding the complementary aspects and value of Native and Western ways of learning can address many of the significant challenges that currently exist for Native American students. A significant challenge for Western leaning universities, such as the University of Northern Colorado, is to develop proactive recruitment and retention strategies to ensure that talented Native American students have opportunities to attend college and persist through graduation. The following considerations are offered in the spirit of generative change for culturally responsive education that meets the needs of American Indian children and their families in the transition from secondary to post-secondary education: (1) there is a compelling need to develop a definition of what constitutes culturally responsive Native American education that promotes harmony between Native and Western culture; (2) programming approaches for Native American students must be developed in a manner that meets the cognitive, emotional, social, and physical diversified needs of these learners; (3) teacher education programs are encouraged to include the content and processes of individualization to meet the needs of diverse learners, including Native American students, in undergraduate and graduate degree and licensure programs; and (4) ongoing professional development for teachers and other staff who educate Native American students must be provided, with special emphasis on learners who are identified as exceptional (including those with disabilities and gifted/talented), under-served, and educationally disadvantaged.

March 6, 2014, Not Just a Degree: International Students' Reflections on Their Doctoral Journey
  • CEBS Diversity and Equity Brown Bag Session
  • March 6
  • 12:00-1:00 pm
  • McKee 282

The number of international students seeking degrees at the University of Northern Colorado is increasing. The challenges of completing a graduate program are magnified for students from culturally and linguistically diverse backgrounds and for the faculty supporting these students. This session addresses the experiences of international students through this unique journey. 

  • Dr. Silvia Correa-Torres
    Dr. Silvia Correa-Torres, Associate Professor
  • Chin-WenLee
    Chin-Wen Lee, Doctoral Candidate from Taiwan
  • Raveema Mongkolrat
    Raveema Mongkolrat, Doctoral Candidate from Thailand
  • Effat Shugdar
    Effat Shugdar, Doctoral Candidate
February 7, 2014, The Power of Perception: A Transcultural Model of Oppression and Liberation
Richard Milner

Fred Hanna is a professor in the Department of Counselor Education and Supervision in the UNC College of Education and Behavioral Sciences. He has published in the areas of positive psychological change, culture, and difficult adolescents, and has developed and published an array of clinical counseling techniques in the areas of addictions, difficult clients, culture, spirituality, adolescents, and reducing resistance to change. He has also delivered hundreds of presentations, trainings, and seminars across the USA to school systems, community agencies, hospitals, universities, conferences, and professional groups.

In this seminar, Fred will outline and describe a practical model of oppression and liberation in which a hidden "benefit" of oppression is revealed that can validate and empower those unfortunate enough to have experienced harm or abuse from individuals, groups, or entire cultures. All faculty and students are invited to attend.

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