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Archive of Past Events

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.

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

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

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

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.

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

 

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

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.