Highly configurable block with optional auditoriums and threads
In this address Dr. Emdin highlights the present state of education and pushes us to imagine and then move towards a pedagogy that offers new possibilities. In an equal parts philosophical and practical talk, he merges theory and practice on the rights that each student has to move educators to examine where our passions lie, what our purpose should be and how teaching and learning can become a vehicle for societal transformation.
Have you ever wondered what students may be required to do in order to change their legal name? It’s more complicated than you would think. Based on personal experience, hear about the process in Colorado, along with the hurdles and associate expenses. You’ll also learn about local resources available to help in the process. We’ll also touch on how to update a gender marker on both state and federal documents.
The Community College of Denver’s EXCEL! Zone (tutoring and student learning support) provides services in multiple disciplines. We are uniquely able to contribute to institution-level assessment of Institutional Student Learning Outcomes (ISLOs) at CCD. EXCEL! Zone Director Ann McCalley, PhD, and Writing Coordinator Neecee Matthews-Bradshaw, PhD, will discuss a model of assessment for cocurricular programs. EXCEL Zone tutoring has collected assessment artifacts that demonstrate alignment with the CCD ISLOs.
In preparation for accreditation review from HLC, curricular departments are often the primary focus of the review. Oftentimes, it may be understated the role co-curricular programs have in institutional assessment and HLC accreditation. HLC defines this role as follows:
1.The institution provides opportunities for civic engagement in a diverse, multicultural society and globally connected world, as appropriate within its mission and for the constituencies it serves.
2.The institution encourages curricular or cocurricular activities that prepare students for informed citizenship and workplace success. (HLC, “What Does HLC Mean by Cocurricular?” 2020)
The presenters will demonstrate how they have designed and implemented co-curricular assessment around student engagement with tutoring services.
During the presentation, participants will be able to think about, discuss, and practice with potential approaches to conducting assessment outside the classroom. Participants will leave the workshop with an illustration of one methodology for co-curricular assessment.
In 2016 the Legislature designated funding to establish three Inclusive Higher Education (IHE) programs in Colorado: Arapahoe Community College, the University of Colorado, Colorado Springs, and the University of Northern Colorado. Although there were nearly 300 programs across the nation, Colorado was one of only five states that did not offer opportunities for individuals with intellectual and developmental disabilities (IDD) to attend college. The Inclusive Higher Education experience encompasses access to fully inclusive academic courses, independent living supports, work‐based learning experiences, and social engagement with the broader campus community.
Representatives from ACC, UCCS, UNC, and IN!, Colorado’s Initiative for Inclusive Higher Education formed a Consortium early on to share best practices and collaborate with the intention of enhancing services and potentially expanding access across the state. Join our session to learn about inclusive higher education, the benefits that come with access to college, and the contributions that individuals with IDD bring to our workforce.
The rates of children diagnosed with an autism spectrum are increasing each year, and with that increasing numbers of transition-age young adults on the autism spectrum are attending college. However, these students still often experience discrimination in their college courses and are frequently the victims of implicit bias and misunderstandings. In this previously recorded panel presentation, professionals from Disability Support Services provide background information of students on the autism spectrum, including the importance of treating each person on the autism spectrum as an individual, discussing commonly co-occurring diagnoses, and reviewing the college statistics of autistic students. They then dive into implicit bias, ableism, and myths and misconceptions of students on the autism spectrum and provide a brief overview of intersectionality and the way other identities can impact/interact with their autism. Finally, the presentation concludes by hearing from four current college students who are on the autism spectrum about their lived experiences, what inclusion means, what they love about being on the spectrum, and more. The facilitators/presenters of this video-recording will be available following the presentation to answer questions from the audience.
In our work, we may come across topics that to us may seem perfectly reasonable but to others may present a serious obstacle. Why won’t my students just get vaccinated? Why would my student refuse to take the census? Why don’t we just encourage this student to take a break and return when they can secure housing? To help our students we need to understand where they are coming from to move forward. It can be easy to rely on our educational background or assumptions when confronted with these dilemmas. Many of us have worked to develop our cultural competency to better understand the students and community members we serve who may come from backgrounds that are different than our own. While expanding our knowledge is important, focusing on cultural competency has its limits and if not checked can lead to developing bias, stereotyping and the perception that most people can be put in specific categories. This also can lead to the perception of an endpoint to our understanding of a person’s experiences and background.
In this presentation, we will focus on using cultural humility to better understand the students we work with by demonstrating that, while we don’t pretend to act like we know or can ever fully understand their experience, we want to in good faith to learn from them and better understand. The National Institutes of Health (NIH) defines cultural humility as “a lifelong process of self-reflection and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities.” In this presentation, we will look at why cultural humility is an important tool for working with diverse, minoritized students with intersecting identities and how and when we can incorporate it into our work. Some of the points we will be focusing on include:
• Cultural humility is a lifelong commitment to self-evaluation and self-critique
• Requires a desire to fix power imbalances
• Includes aspiring to develop partnerships with people and groups who advocate for others
• Cultural humility is distinct from cultural competency and reflexivity
• Cultural humility requires historical awareness
Author, Lawyer and Community Activist Jeffrey Kass will explore one of the more difficult topics when it comes to equity and diversity. Unconscious bias. That part of our brains that controls most of our actions and about which we are largely unaware. This session will unravel that bias and provide real life solutions on how to address it, ultimately to move towards a more inclusive world. Questions and honest exchange of ideas are welcome.
Community College of Aurora has recently received Title V grant funding as a developing Hispanic-Serving Institution to democratize the classroom through the use of inclusive and culturally responsive pedagogical practices in gateway courses. Our Title V grant work led to a reimagined vision of what an introductory composition class (i.e., ENG 121) can and should be in order to center students and engage their strengths, passions, and lived experiences. Drawing on tenets of Critical Race Theory and community cultural wealth (Yosso 2005), we developed a menu (i.e., a curated collection of culturally sustaining composition projects) and a “create your own path” curriculum in partnership with ENG 121 faculty and instructors. We use student-led writing groups and labor contracts to emphasize process over product, and we disrupt dominant norms by allowing projects to be submitted in a variety of creative genres. Students are encouraged to choose the assignment prompt and the genre in which they communicate and compose. Choice allows students to develop more autonomy, become more independent learners, better understand the role of process in composition, and better recognize the transferability of skills learned in the composition class. Rather than requiring “traditional academic essays,” students are encouraged to lean on their cultural wealths and celebrate the variety of skills, talents, and knowledges they already possess in the process of invention, creation, and revision. During our presentation we will share and explore the ways we developed our composition menu with the goal of supporting and sustaining students of color in our reimagined liberatory classrooms.
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