2018 Diversity, Equity, and Inclusive Democracy: Pre-Conference Workshops
Thursday, March 22, 2018; 2:00 p.m. – 5:00 p.m.
Separate registration and fee required ($125 members; $195 non-members); seating will be limited, so register early.
Workshop 1: More Than Words: Engaging in Strategic Visioning and Implementation of a University-Wide Inclusion Plan
When institutional change occurs, students, faculty, staff, and administrators respond in different ways. Utah Valley University established the term Inclusive as one of four core themes and determined that campus-wide planning was necessary to solidify a commitment to inclusive excellence across campus. A large part of this plan has been to create a climate of community where all students, faculty, and staff feel valued and supported. Presenters will share UVU’s Strategic Inclusion plan, the process of visioning, planning, implementing, and evaluating UVU’s efforts to become a more Inclusive institution and how new faculty/staff are encouraged to participate in the Inclusion efforts of the University. In the first three years of implementation, UVU has made meaningful progress on 31 of 36 action steps outlined in its Strategic Inclusion Plan and has invested over $3 million into the plan. UVU has received six national awards since the implementation of the plan. Presenters will share strategies that were successful in this implementation and share suggestions for other institutions in creating campus-wide inclusion/diversity plans. Participants will leave with concrete examples of each stage of creating an institutional plan and initial steps that they can take upon return to campus. They will also discuss how higher education professionals can help students and one another navigate the current political and social climate.
Janet W. Colvin, Associate Dean of the College of Humanities and Social Sciences and Faculty Chair for Global and Intercultural Courses, Bryan Waite, Department Chair, Secondary Education, Director of Intercultural Academic Programming, and David Connelly, Department Chair, History and Political Science—all of Utah Valley University
Workshop 2: Making the Ideal a Reality: Faculty Strategies for Creating Inclusive Classrooms
Good teaching is inclusive teaching yet sometimes faculty need additional preparation to help them broaden their reach to all students. This workshop will address challenges that faculty face in creating inclusive classrooms and the principles and practices of dialogue that help faculty address these challenges. Participants will learn effective strategies for building inclusive classrooms from the creation of the syllabus and norm-setting to handling hot button issues as they arise. In a proactive and collaborative environment, they will share successful and less successful classroom experiences, learn about effective structures and pedagogies, and use case studies to better understand and develop practical approaches to inclusive classrooms.
Kelly Maxwell, Co-Director and Lecturer, The Program on Intergroup Relations—University of Michigan and Kathleen Wong (Lau), Chief Diversity Officer—San Jose State University
Workshop 3: Understanding and Undoing Implicit Bias: Valuing Student’s Cultural Capital
National equity gaps in student success persist for underserved students, despite colleges’ good-faith efforts to close these gaps. As a result, many educators have begun to wonder about the extent to which equity gaps might result from unintended, non-conscious biases—implicit bias—in curricula, institutional policies, advising practices, programs, and so on. Participants will learn about the research behind and ways of mitigating implicit bias at their own institutions. They will engage in several Implicit Association Tests, an interactive “identify the bias” quiz, and discuss the results and empirically supported techniques for mitigating implicit bias. Participants will receive handouts including sample syllabi reflecting ideas about how to mitigate bias in a course and tips to help search committees reduce implicit bias in hiring processes.
Matthew Van Cleave, Professor, Philosophy and Krishnakali Majumdar, Professor, Anthropology—both of Lansing Community College; and Richard Prystowsky, Independent Scholar
Workshop 4: Publicly Engaged Pedagogies: Examining Deficit Based Ideologies and Adopting Equity Frameworks for Structural Change
Utilizing the Honors Living Learning Community at Rutgers University-Newark as a case study, this interactive workshop invites participants to wrestle with equity frameworks over and against dominant inclusion models. We will examine the ways in which deficit based ideologies are pervasive and invisible within higher educational structures, policies, and practices. Drawing on extant literature that demonstrates theoretical models in the field, this workshop will present practical examples of innovative approaches to structural change within institutions of higher education, and invite participants to share stories from their own educational contexts. Our discussions and activities revolve around several key questions including:
1. What are the socio-political dynamics surrounding diversity and inclusion in higher education and what are the consequences for our students and our campus communities?
2) What would it mean to imagine asset based models that facilitate truly equitable and inclusive environments within higher education for student success and full participation?
Timothy K. Eatman, Dean of the Honors Living-Learning Community and Associate Professor of Urban Education in the College of Arts and Sciences and Marta Elena Esquilin, Associate Dean, Honors Living-Learning Community, Assistant Professor, American Studies Program, and National Lead Consultant, BOLD Women's Leadership Network—both of Rutgers University-Newark
Workshop 5: Using Data to Inspire Institutional Change from the Ground Up
Inspiring stakeholders to engage in institutional change efforts can be a challenge, especially at a large, public university. In this workshop, participants will use a strengths-based approach to identify their institution’s current “pockets of excellence”—people and areas on campus that are already doing work that aligns with the institution’s change goals—and create a plan to use strategies to connect the pockets of excellence so that they may coordinate their efforts toward a shared goal. The workshop will be informed by California State University, Northridge’s efforts to become a student-ready university, which involved identifying and then building bridges between the many islands of excellence across campus that were already working to increase educational equity. Using an inquiry-based approach, faculty, staff, and administrators were introduced to institutional data in a way that invited them to identify opportunities to better serve students of color. Then, evidence-based strategies for closing equity gaps were shared with stakeholders through programming. Our approach has allowed us to institutionalize our ongoing efforts to make changes to the structural, systemic, and cultural barriers to equity on our campus. We look forward to helping participants conceptualize how to adapt our lessons learned to their own campus contexts in this workshop.
Elizabeth Adams, Associate Vice President for Student Success; Kristy Michaud, Director, Office of Student Success Innovations; Janet Oh, Senior Director, Institutional Research—all of California State University, Northridge