Professional Development Opportunity: Diversity and Equity in Education
The Intercultural Diversity Committee is proud to announce a new professional development opportunity for ICC faculty and staff!
We have partnered with the University of Illinois to offer a graduate certificate in Diversity and Equity in Education. This 12-hour certificate will be offered not only at ICC tuition rates, but ICC has agreed to cover 100% of the tuition for a limited number of employees each year.
What is the Diversity and Equity in Education program?
Diversity & Equity in Education (DE) is a social-justice oriented program that aims at providing educators with transformative approaches to issues related to diversity and equity in P-16 learning environments. Courses will help teachers, administrators, school staff, and other educators to understand how diversity and equity relate to learning theories, leadership, and pedagogy. Our interdisciplinary approach to diversity and equity will cover the intersections of disability, race, gender, sexual orientation, social class, and poverty and draws on interdisciplinary research in education.
A limited number of employees can begin the program this summer. To earn the certificate, you will need to complete three courses within one academic year. Classes are offered over the summer and during two 8-week sessions each semester. Participants would take one summer 2018 class, one or two fall 2018 classes, and/or one spring 2019 class. Each course is a 4-credit hour class. The program is entirely online; however, each course does have mandatory synchronous learning, meaning you do have to be online and active for class discussions at a particular day and time each week during the course.
If you are interested in this professional development opportunity, please e-mail Intercultural Diversity Committee Chair Joe Chianakas at [email protected]edu by Tuesday, February 27.
In your e-mail, please include the following:
1. A brief statement of how this program will augment instruction or benefit the staff member
2. Which of the classes (listed below) you’d like to take this summer
Due to our budget, ICC can only pay tuition for a limited number of participants each year. If we have more employees interested than the number we can pay for, then your responses will be shared with our committee. The committee will select the employees it sees as receiving the greatest benefit from the program to begin. We will follow up with all who apply prior to our spring break.
In return for paying your tuition, it will be encouraged that you give back something to your colleagues as to what you learned from the program, such as in a future Celebration of Learning panel or similar presentation.
To learn more about the certificate and to see the full list of classes available, visit: https://education.illinois.edu/online-offcampus/programs-degrees/de-online/certificate
Listed below are the summer classes, dates of those classes, and the days/times you would need to be online. Please choose one that you would be interested in taking if you wish to begin this program.
Examines the relationship between ability, race, class, and gender to citizenship and schooling. Particular emphasis is placed on how the construction of “citizenship” has been used as a tool to further deny equal participation in the public sphere such as schools. To that end, an application of historical understanding of social barriers to educational access is analyzed from the Colonial period to the present.
EPS 415: Technological and Educational Reform
Examines the normative and policy issues raised by the use of new information and communication technologies in education. The course is interdisciplinary, drawing from social and historical as well as philosophical perspectives on these issues.
EPSY 408: Learning & Hum Dev w/ EdTech
Sets out to provide an understanding of theories of learning and development and how these theories relate to educational technology. It has two components. The first is theoretical, in which we attempt to develop an overall frame of reference, locating approaches to the psychology of learning in terms of large paradigm shifts, from ‘behaviorism’ to ‘brain developmentalism’ to ‘social cognitivism’. The second component is practical, in which we will use these theoretical concepts to ‘parse’ a technology-mediated learning environment for its underlying presuppositions.