DEI-Informed Dialogic Pedagogy Micro-credential

The DEI-Informed Dialogic Pedagogy Micro-credential is open to all CU Boulder M.A. and PhD students, 特别是那些目前在任何学术部门担任研究生兼职教师(gti)或教学助理(TAs)或即将在即将到来的学期任教的人.

参与者将承诺完成完整的十周培训计划，包括每个专题模块的工作和作业.  Modules will likely include 1) Completing course readings and other media, 2) Completing written personal reflections, 3) Creating artifacts related to curricular design, class activities, & dialogic practices, 4) Engaging in cohort peer led facilitated dialogue related to positionality, power, and DEI at the university, 5) Attending synchronous (in person and remote) cohort meetings.  Throughout the semester, 参与者将开发一个个性化的教学和反思作品集，并将在他们独特的数字徽章上展示.

 这一提议背后的核心原则之一是认识到对话并不总是作为包容和公平的做法. Bringing people together for an “open” exchange of ideas, perspectives, 观点和故事可以强化现有的社会等级，并最终使历史上边缘化背景的人重新沉默. 认识到这种对话沉默的可能性(从而不能促进归属感)不应阻止博彩平台推荐进行对话，而应加深博彩平台推荐对设计和促进对话的承诺，并充分了解, and commitment to, equity and inclusion.

We created this workshop series to address three main needs/demands:

1. 本科生需要在理解权力的基础上进行对话, privilege and intersectional equity:
   为了进行“尊重和同理心的对话”，抵制强化现有的社会等级和障碍, we need to design and facilitate dialogue with DEI-informed principles in mind. Designing and facilitating DEI-grounded dialogues is a learned practice. It is both an art and a skill that takes time, practice, and reflection to develop. 该计划为研究生导师提供结构化培训，以学习和实践dei基础对话, 其次是学徒模式，以练习整合和促进对话在他们的课程.  

2. The need to provide training in DEI-grounded dialogic practices, especially at a predominately white institution (PWI):
   While interest in learning to facilitate dialogue is high, integrating dialogue into the curriculum is not a simple, standardized “plug in” process. Rather, especially at a PWI, 对话需要根据课程及其人口构成进行仔细调整，以便提供公开分享和发展对话所承诺的归属感的可能性. When dialogue is approached simply as a process to hear across “all voices,” without attention to intersectional differences and power differentials, it continues to silence historically marginalized voices. Therefore, 对话培训作为一种包容性的教学实践，需要对DEI原则的理解进行同步培训, which this workshop series develops. 

3. The need to build community and belonging for graduate students at CU: 最近的博彩app推荐调查显示，只有47%的研究生受访者同意“我在科罗拉多大学有一种社区意识”这一说法,” and that number decreases dramatically for BIPOC students (42% agree), LGBTQ students (37% agree), self reported disabled students (36% agree) and gender diverse students (32% agree). 作为一个与一小群研究生进行持续对话的机会, 拟议的培训计划将为研究生之间建立社区提供空间. 博彩平台推荐特别欢迎来自历史上被边缘化背景的研究生加入这个培训项目.

微证书是由注册办公室颁发和认可的证书，以证明参与者成功完成了超出学科项目领域内容的特定专业发展和培训.  在完成微型认证项目后，参与者将获得一个“数字徽章”，这是一个面向公众的认证，描述了培训的内容, works completed, major learnings, and participant generated artifacts (e.g. syllabi updates, lesson plans, teaching statements).  这些数字徽章包含在正式成绩单中，可以整合到参与者的简历/简历中，未来的雇主可以看到, collaborators, and research partners. LEARN MORE.