After two years of running Equity and Open Education Cohorts for faculty, Open Oregon Educational Resources has received lots of feedback from teaching and learning support staff who are interested in a similar professional development opportunity – and here it is! The goal of the statewide 2-part Equity and Open Education Teaching & Learning Support Cohort is to facilitate connections between use of open educational resources/practices and equity, diversity, and inclusion considerations in the curriculum, including culturally responsive teaching, universal design for learning, and open pedagogy.
Participants will earn a $200 stipend upon completion of “Part 1- Explore” and will have the option to earn an additional $300 stipend in “Part 2- Implement.”
**To indicate interest in participating, please submit a registration form by Thursday, April 7 (extended!).**
In Part 1 of the cohort (4 weeks, April 18-May 13, 2022), we explore these topics in the context of how we can improve professional practices to serve students more equitably:
- OER & Copyright Basics
- Culturally Responsive Teaching
- Universal Design
- Open Pedagogy
Participants then have an opportunity to implement some of these approaches in Part 2 of the cohort (4 weeks, May 16-June 10, 2022).
Instructors from Oregon’s public community colleges and universities are invited to register. Submitting a registration form does not guarantee your place in the cohort. If we have more registrants than available seats (enrollment maximum 60), we will take into consideration:
- Availability for 90-minute weekly mini-group discussion
- Representation from all 24 colleges/universities
The Equity and Open Education Teaching & Learning Support Cohort was developed by Portland Community College faculty librarian Jen Klaudinyi. It is based on the Equity and Open Education Faculty Cohort model that Jen previously developed. Review a previous course site to browse the course content and read participant takeaways to see what faculty participants thought about the course.
