The Graduate Certificate Chief Diversity Officer in Higher Education (CDOHE) is a collaborative program between the Departments of Educational Psychology and Higher Education and Teaching and Learning. The certificate targets full or part-time graduate students who seek professional preparation commensurate with the Standards of Professional Practice for Chief Diversity Officers (CDO) established by the National Association of Diversity Officers in Higher Education (NADOHE) in 2014. Master's and doctoral students enrolled in disciplines outside of higher education and multicultural education, as well as current administrative professionals who already possess an undergraduate degree and have 2-3 years full-time work experience, will particularly benefit from this certificate.
For information regarding accreditation at UNLV, please head over to Academic Program Accreditations.
Upon completion of the graduate certificate in CDOHE, students will be able to meet the following Standards of Professional Practice for Chief Diversity Officers (CDO) established by the National Association of Diversity Officers in Higher Education (NADOHE) in 2014:
- Standard 1: Has the ability to envision and conceptualize the diversity mission of an institution through a broad and inclusive definition of diversity.
- Standard 2: Understands, and is able to articulate in verbal and written form, the importance of equity, inclusion, and diversity to the broader educational mission of higher education institutions.
- Standard 3: Understands the contexts, cultures, and politics within institutions that impact the implementation and management of effective diversity change efforts.
- Standard 4: Has knowledge and understanding of, and is able to articulate in verbal and written form, the range of evidence for the educational benefits that accrue to students through diversity, inclusion, and equity in higher education.
- Standard 5: Has an understanding of how curriculum development efforts may be used to advance the diversity mission of higher education institutions.
- Standard 6: Has an understanding of how institutional programming can be used to enhance the diversity mission of higher education institutions for faculty, students, staff, and administrators.
- Standard 7: Has an understanding of the procedural knowledge for responding to bias incidents when they occur on college or university campuses.
- Standard 8: Has basic knowledge of how various forms of institutional data can be used to benchmark and promote accountability for the diversity mission of higher education institutions.
- Standard 9: Has an understanding of the application of campus climate research in the development and advancement of a positive and inclusive campus climate for diversity.
- Standard 10: Broadly understands the potential barriers that faculty face in the promotion and/or tenure process in the context of diversity-related professional activities (e.g., teaching, research, service).
- Standard 11: Has current and historical knowledge related to issues of nondiscrimination, access, and equity in higher education institutions.
- Standard 12: Has awareness and understanding of the various laws, regulations, and policies related to equity and diversity in higher education.
Doris L. Watson, Ph.D.
Educational Psychology, Leadership, and Higher Education
The Department of Educational Psychology, Leadership, and Higher Education provides instruction in, and the delivery of, innovative research to inform the educational process from early childhood through higher education.
College of Education
The College of Education creates an intellectual environment that promotes quality instruction, significant research, and professional service. With four unique departments, graduates receive the necessary tools and experiences to make an impact on local, national, and global scales.