January 27, 2020 

One Voice can Change a Room: Faculty, Staff, Student Dialogue on Diversity,Equity, and Inclusion.

One Voice can Change a Room

 

October 25, 2018  CEBS Diversity & Equity Committee Brown Bag Series presents: “Free” College: A Promise for Whom?

Amy Li, University of Northern Colorado

Many states and localities are passing “free” college programs, also known as “free-tuition” or “Promise programs.” Federal policymakers are also exploring the merits of national free college proposals. Free college programs are designed in various ways that have real consequences for access, especially for historically underrepresented students. In this presentation, Dr. Li will describe the current landscape of free college programs and include a facilitated activity. The goal of this presentation is to further an understanding of the equity implications of free college programs. Dr. Li is an award-winning researcher of higher education finance and public policy. Her work has been featured by The Chronicle of Higher Education; Inside Higher Ed; The Education Trust; The Senate Committee on Health, Education, Labor, and Pensions; Time Money; The Hechinger Report, and; the National Association of Student Financial Aid Administrators. Her research has been funded by the American Educational Research Association, the AccessLex Institute and the Association of Institutional Research, and the TIAA Institute. She has served as a consultant/contributor for The Third Way and The Bill and Melinda Gates Foundation.

Thursday, April 26, 2018 Diversity and Equity Committe Brown Bag Session:  "Shifts in Educator Professionalism and the Implications  for Equity"

Michael Ian Cohen, University of Northern Colorado

Michael Ian Cohen (Educational Leadership and Policy Studies) will present ideas from his forthcoming book, co-authored with Gary Anderson (New York University), The Emergent Democratic Professional: Beyond Privatization & Corporate Management in Education(Teachers College Press). In their book, which will be released in the Fall of 2018, Anderson and Cohen examine the way market-driven reforms and privatization of public education have been reshaping the professional identities of teachers and school leaders over the course of the last four decades. This New Public Management, imported largely from the corporate sector without sufficient critique, has pulled professionals further away from the democratic mission of a public education—a mission that has been more an ideal than a reality in the history of public schooling. The erosion of democratic practices has been particularly intense in low-income communities and communities of color, where experiments in marketization, data-driven accountability, and various forms of privatization abound. Dr. Cohen will present the vision for a new democratic professionalism in education that he and Dr. Anderson describe in their book. It is a professionalism that neither harkens back to the factory-model school, promoted by the first wave of business-inspired reforms, nor settles for the market-driven, minimally regulated, and increasingly privatized and for-profit systems promoted by the second wave of business reforms.

Dr. Cohen is an assistant professor of Educational Leadership and Policy Studies at the University of Northern Colorado. He has served as a high school English teacher and as an administrator in school- and district-level positions in New Jersey and Colorado. His research interests include New Public Management and market-based reforms, the professionalism of teachers and school leaders, and critical approaches to policy studies.

March 2, 2017  CEBS Diversity & Equity Committee Brown Bag Series presents: Hello. I am me! Not what you label me!

Sara Movahedazarhouligh, University of Northern Colorado

Come and join us in this label free zone! This presentation is an informal and friendly expression of Sara’s experiences as an Iranian student here in the US through policies and decisions of new administration. Come and share your ideas or experiences of being labeled by words that can hurt. Let’s remember who we are before the world told us who we should be. 

Sara Movahedazarhouligh is a third semester doctoral student in special education, with a focus on early childhood special education (ECSE). She is from Iran. She moved to the US with her husband (Shahrooz) who is an architect and her 7-year-old son (Parham) in December 2015 to do her doctoral studies here. Sara loves research, teaching and leadership roles in special education. She is also interested in culturally and linguistically diverse practices, accountability, family-centered practices and professional development in ECSE. Currently she is working as a graduate research assistant in the department of special education and is a voluntary member of the diversity committee at the University of Northern Colorado.

March 2, 2017  CEBS Diversity & Equity Committee Brown Bag Series presents: Growing Our Capacity: A contemplative view on becoming more inclusive

Regina Smith, Naropa University

My contemplative practice and path boil down to what Charlotte Joko Beck described as becoming “a bigger container,” or growing my capacity to hold more and more of life, particularly its inevitable discomfort. Few places cause as much discomfort as our places of privilege and oppression and our encounters with those we consider Other. To navigate this discomfort, and in service of growing my capacity for whole-person engagement with inclusivity, I have gathered a number of contemplative concepts or tools which help me to stay present while exploring those uncomfortable places, both within myself and others. Join me in a conversation around how we can practice transforming both ourselves and our classrooms into bigger containers. 

For over 15 years, Regina has been a passionate administrator in higher education, and has dedicated her career to helping students, staff, and faculty alike develop the authenticity and integrity necessary to navigate the demands of the ever-evolving complexity of modern society. She has supported universities as a faculty member, (literature, psychology, creative writing, contemplative education and diversity), academic advisor, counselor, and overall engaged community member. She currently serves as the Director of the Office for Inclusive Community at Naropa University. With advanced degrees in both Poetry and Contemplative Psychotherapy, Regina is committed to serving communities in a way that is both inspired by poetic vision and grounded in heart-and-body-centered compassion.  

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

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?

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.

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

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. 

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.

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. 

April 27, 2015 Testimoniando: Testimonio as a Decolonial Literacy Practice for Marginalized Students

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 nontraditional 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

Monday, March 30th, 2015 Diversity and Equity Committee Brown Bag Session:

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

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