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This facilitated and cohort-based course offers educators an opportunity to explore teaching and learning approaches and methodologies ranging from culturally responsive pedagogies to trauma-informed practice to differentiation and Universal Design for Learning (among others). The course is designed by and for educators using an asset-based orientation to work with culturally and linguistically diverse students of refugee backgrounds across the U.S.
The main goals of the course are for educators to walk away with
1. a toolkit of resources, including effective, research-based strategies and methods for working with newcomer, refugee, and culturally and linguistically diverse learners
2. increased confidence and self-efficacy specific to their work with refugee students
3. a new or wider network and community of educators committed to supporting the academic achievement and well-being of students of refugee backgrounds.

By the end of the course, students will:

  • At the end of this course, students will be able to:
  • distinguish between common labels associated with immigrant and refugee students and make intentional use of those labels within your specific educational, political, and social contexts.
  • develop a preliminary understanding of the refugee resettlement process and the U.S. refugee resettlement program.
  • describe the learners in your class(es) with increased detail and attention to their countries of origin, their cultures, their prior learning experiences, their talents and interests, and their learning goals and needs.
  • create (or revise existing) surveys or other tools for getting to know students that are age appropriate, culturally sensitive, but also comprehensive and able to offer new and critical insight.
  • identify funds of knowledge within your students’ families and within your broader school/neighborhood community.
  • define and provide examples of culturally relevant, responsive, and sustaining pedagogies.
  • use your deep knowledge of your students to inform your pedagogical model and ensure that it is culturally relevant, responsive, and sustaining.
  • identify your level of cultural proficiency and set goals for increasing your cultural proficiency.

Note: **This is for University credit ONLY. Students who are interested in enrolling in the course must do so through the Center for Learning in Practice. Once enrolled, those who wish to purchase university credit for the course should contact Diana Bahena Coronel in the Education Department at for credit enrollment information**

Course Number: EDUC-42311
Credit: 4.50 unit(s)

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