The University of Colorado Boulder’s Just & Equitable Teaching (JET) micro-credential program focuses on unpacking implicit biases and fostering better understanding of the historical circumstances that led to the marginalization of populations, while also helping participants to build the skills to design and support a culture of equity in their department around teaching and learning. The program includes critical race theory and intersectionality theories coursework, structured community dialogues and workshops on mentoring and equitable course design. This micro-credential is open to graduate and professional students, postdoctoral fellows, teaching staff, and faculty of all ranks. The program would not exist without the contributions of the Design Team during the 2020-2021 academic year.
The JET program offers multifaceted professional development on equity and social justice in teaching practices. As participants develop increased awareness of their biases and unpack stereotypes regarding those from different identity groups, they will be committed to intervene in instances of racism, sexism, homophobia and other forms of oppression. Participants will become more effective at creating inclusive welcoming classroom spaces and mentoring their students. Participants will learn the importance of community-building and collaboration with students they advise, as well as with their peers, and they will develop skills to effectively communicate about power, privilege, and oppression through an intersectional equity lens.
The JET program is designed to be completed over one academic year.
After completing this program, participants will be able to:
Note: We have reached our enrollment capacity for this academic year, however, we will be accepting backup applications on a rolling bases.
Participants will cultivate knowledge about historical contexts leading up to contemporary aspects of injustice and inequality. The foundational work will be designed to deepen the understanding on the impact of systemic issues on individuals and communities. Ultimately, this program will stimulate critical thinking on the issues of equity and social justice and strengthen an allyship in teaching and learning.
- Complete the asynchronous JET Canvas course, which includes submitting a series of written or video reflections and surveys, or
- Attending at least 6 meetings of the CTL's JET learning community and submitting homework assignments.
Completing the foundational work via either the asynchronous course or through learning community meetings will take participants approximately 15 hours.
Attend and submit a reflection on at least two mentoring workshops during the academic year. Participants will partake in discussion with questions prompting engagement with deeper self awareness, learn how to identify the nuance and validity of unique struggles in professional communities, and develop inclusive leadership skills.
Attend and submit a reflection on two community dialogues. Dialogues focus on topics included in the foundational work. Participants will learn to listen across difference while creating a brave space to engage in authentic dialogue. Participants will learn to frame questions such that they are open and inviting, ultimately learning how to use dialogues in their work spaces and lives.
Attend one teaching workshop focused on inclusive pedagogy and how to design a social justice teaching project. Participants will have the option to work with a faculty or staff mentor to conceptualize and complete a project that investigates inequity and social justice issues in their discipline and their teaching practices.
During the fall and spring semesters, participants will have the opportunity to meet individually with program facilitators to discuss any aspect of the program. Individual meetings are optional and highly encouraged.
Based on the readings, discussions, and workshops, participants will design an equitable teaching project. This project will have flexibility in design but will address a social justice issue in the classroom.
Example projects might include: design of an inclusive syllabus, course proposal, active learning activity design, a whitepaper, or department workshop on a discipline-relevant teaching topic, etc.
By the end of the program, participants will submit a diversity statement that they can use on a syllabus or job applications.
Alignment with CU Boulder's IDEA Plan
This micro-credential program provides professors, graduate students, and teaching staff with knowledge and skills to create inclusive and welcoming classroom spaces. By publicly displaying the digital badge awarded upon successful completion of this program, faculty, graduate students, and teaching faculty will signal their commitment to equity and social justice to other students, staff and faculty. This program aligns with one of the climate goals of the campus diversity and inclusion plan (the IDEA Plan), which aims to "ensure a curriculum that fosters intercultural competence and prepares critical thinkers who innovate through embracing multiple perspectives." (p. 6). Departments/primary units will be able to effectively measure equity and inclusion professional development as staff, faculty and graduate students complete this program, which aligns with the IDEA Plan's overarching recommendation that "All units should evaluate and take deliberate efforts to improve support of diversity, inclusion, and equity as pertains to climate, recruitment, and retention. This should include: growing accessible mentoring, leadership, and professional development opportunities." (p.14)
The Graduate and Professional Student Government (GPSG) and the CTL worked in partnership over the academic year 2020-2021 to develop a new certificate program focused on equity and social justice in classroom and research environments.
The CTL hired a group of graduate students to serve as a design team. The group explored potential workshops, mentorship training, social justice project planning, anti-racism reading, discussion and reflection, and more. This JET micro-credential is the result of their efforts while the CTL explores additional options around equity and social justice programming and certification in collaboration with the Graduate School.
The Design Team included the following CU Boulder graduate students: