Overview

DEI 2.0: A Toolkit for Building Your Own Online Diversity Course offers a comprehensive and practical evidence-based curriculum for developing and implementing an impactful and cost-effective online diversity course, one customizable to a specific context. While there are many off-the-shelf programs available for purchase, in addition to being expensive—in some cases vastly so—these products tend to lack specificity to the higher education context and fail to incorporate the interactivity required to effect transformative learning. In conjunction with its free companion website, DEI 2.0 provides a step-by-step guide to  developing curriculum for and facilitating a course that will engage beginning to intermediate learners in discussions about complex diversity-related topics, including intersectional identities, microaggressions, biases, power, and privilege. The book, a toolkit in the true sense of the word, includes free access to a companion website featuring downloadable PowerPoint slides, worksheets, a participant workbook, as well as membership to a virtual learning community of DEI educators and practitioners.

Full Product Details

9780826222565

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Reviews

"""DEI 2.0 is a timely, thoughtful, and thorough resource for anyone seeking to offer a foundational online diversity course in higher education contexts. The book details a comprehensive developmental curriculum based on social science research and tenets of transformative learning theory. The authors draw upon their extensive expertise and experience to describe curriculum design/implementation, benefits of online teaching, and complex DEI-related subjects. Examples of the latter include unconscious bias, microaggressions, privilege, intersectionality, and inclusive excellence. They delineate clear instructions and share a wealth of resources for custom-designing a highly inclusive course for beginning to intermediate learners. Thus, DEI 2.0 promises to equip and empower educators from various backgrounds to provide faculty, staff, or students an engaging, practical, and transformative learning experience.""--Brenda J. Allen, Professor Emerita of Communication and former Vice Chancellor for Diversity and Inclusion, the University of Colorado Denver ""Changing demographics and standards of rightness demand that university and college campuses take more seriously the need to transform into equitable and inclusive learning and work spaces. In the past decade, many institutions have chosen to 'contract out' or purchase diversity, equity, and inclusion practices from an expanding for profit diversity industry, rather than invest in building the foundations of change from within. Such an approach has maintained equity and inclusion as an effort removed from the center of university operations. These undertakings are instead limited to episodic, short-lived activities (e.g. workshops, climate surveys, symposia, and key-notes) that do not provide all campus citizens an opportunity to access and build upon DEI basic knowledge in ways that immediately inform their respective learning and work spaces. As a former Department Chair, Associate Dean, and Vice Provost of Diversity and Equity I am grateful to Marlo Goldstein Hode and Darvelle Hutchins for their necessary and timely intervention. The easiest and most cynical way to do diversity and equity is to pay others to do it for you. The most effective way to do diversity, equity, and inclusion is to better understand and self-construct the fundamental tools necessary for change. Hode and Hutchins have gifted us the ability to choose this option.""--Jennifer Hamer, Penn State University, former Vice provost of diversity and equity, University of Kansas, author of Abandoned in the Heartland: Work, Family, and Living in East St. Louis"

DEI 2.0 is a timely, thoughtful, and thorough resource for anyone seeking to offer a foundational online diversity course in higher education contexts. The book details a comprehensive developmental curriculum based on social science research and tenets of transformative learning theory. The authors draw upon their extensive expertise and experience to describe curriculum design/implementation, benefits of online teaching, and complex DEI-related subjects. Examples of the latter include unconscious bias, microaggressions, privilege, intersectionality, and inclusive excellence. They delineate clear instructions and share a wealth of resources for custom-designing a highly inclusive course for beginning to intermediate learners. Thus, DEI 2.0 promises to equip and empower educators from various backgrounds to provide faculty, staff, or students an engaging, practical, and transformative learning experience. --Brenda J. Allen, Professor Emerita of Communication and former Vice Chancellor for Diversity and Inclusion, the University of Colorado Denver Changing demographics and standards of rightness demand that university and college campuses take more seriously the need to transform into equitable and inclusive learning and work spaces. In the past decade, many institutions have chosen to 'contract out' or purchase diversity, equity, and inclusion practices from an expanding for profit diversity industry, rather than invest in building the foundations of change from within. Such an approach has maintained equity and inclusion as an effort removed from the center of university operations. These undertakings are instead limited to episodic, short-lived activities (e.g. workshops, climate surveys, symposia, and key-notes) that do not provide all campus citizens an opportunity to access and build upon DEI basic knowledge in ways that immediately inform their respective learning and work spaces. As a former Department Chair, Associate Dean, and Vice Provost of Diversity and Equity I am grateful to Marlo Goldstein Hode and Darvelle Hutchins for their necessary and timely intervention. The easiest and most cynical way to do diversity and equity is to pay others to do it for you. The most effective way to do diversity, equity, and inclusion is to better understand and self-construct the fundamental tools necessary for change. Hode and Hutchins have gifted us the ability to choose this option. --Jennifer Hamer, Penn State University, former Vice provost of diversity and equity, University of Kansas, author of Abandoned in the Heartland: Work, Family, and Living in East St. Louis

Author Information

Marlo Goldstein Hode, PhD, currently serves as the Senior Manager of Strategic Diversity Initiatives for UMSL's Office of Diversity, Equity, and Inclusion. Dr. Goldstein Hode provides in-person and online educational opportunities for faculty and staff in topics such as unconscious bias, constructive communication, and inclusive classroom practices. She developed the first-of-its-kind online diversity course for faculty and staff at all four campuses of the University of Missouri System, and continues to hold a courtesy faculty position in the Department of Communications at UM-Columbia. She is the author of many peer-reviewed journal articles and book chapters on various topics, including sexual harassment, neurodiversity, racial issues on campus, and the effectiveness of online professional development courses. She also serves on the editorial board of the Journal of Diversity in Higher Education. Darvelle Hutchins, PhD, serves as the Senior Director of Culture, Diversity, and Inclusion with the New Orleans Saints and New Orleans Pelicans. His research focuses on diversity, power, and stigmatized identities in organizational contexts and has been featured in multiple journals, books, and digital outlets, including the Journal of Diversity in Higher Education, Organizing Inclusion: Moving Diversity from Demographics to Communication Processes (Routledge), and the Association of College and University Educators' (ACUE's) inclusive teaching toolkit. Darvelle has designed and taught courses on organizational culture, communication, and diversity in academic settings, corporate workplaces, and the United States Armed Forces.

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