Project description:

The aim of this course—Catalyzing Change: Diversity, Equity, and Inclusion in a Global Perspective—is to transform students into catalysts for change, bridging differences in their respective communities and ensuring an equitable and inclusive environment no matter what community they represent. The course will address emerging diversity and inclusion issues through exploring real-life, current events and experiences. Students will be asked to reflect upon their own identities and privileges in order to relate their understandings and experiences to those who face systematic barriers. Students will develop the capacity and courage to plan and facilitate equity programming. Specifically, they will gain the knowledge to facilitate engaging intergroup dialogues that promote diversity, equity, and inclusion within their respective communities. By the end of the course, students will gain intercultural skills and be more equipped to lead in a diverse and globalizing world.

Author: Arienne Calingo is an Ed.M. Candidate in International Education Policy at Harvard University, Harvard Graduate School of Education, Cambridge, MA. She got her BA in Theology (Religious Studies concentration) and Arabic and Islamic Studies from Georgetown University, Washington, D.C.



Mentor:Larry Cooperman, Associate Dean for Open Education, University of California, Irvine (UCI), is a former president of the Open Education Consortium and member of the board of directors of the African Virtual University (AVU). Cooperman directs UCI’s OpenChem project, equivalent to the lecture classes of an undergraduate degree in chemistry, including 2000+ indexed and searchable topics.



Co-Mentor: Nasir Baba, Almajirai Manager at MAFITA: Northern Nigerian Skills Development Programme, Adam Smith Internationa. Nasir Baba is  committed to the pursuit of excellence in education, and equitable access to it for all. He is Almajirai Manager at MAFITA, with aim to benefit from a DFID-Sponsored programme on skills development for youths in Northern Nigeria through:

  • Mobilising & Working with religious teachers/owners of Quranic schools to map existing schools, Almajirai, and skills training opportunities for them in Kaduna, Kano, & Katsina States
  • Liaising with Ministries, Departments, & Agencies that are involved with Almajirai & Quranic Schools in the three states
  • Developing strategies and designing interventions for the teaching of Skills to Almajirai and in Quranic schools in the three states