Student View of Cultural and Inclusive Spaces
This workshop explores students’ perspectives of commonplace interactions and behaviors that inadvertently impede the increase of cultural and inclusive spaces around Carthage specific environments. Participants will also review the historic and current attempts to nurture individual and institutional receptivity to promoting inclusiveness. Workshop interactions consist of fishbowl, group discussion and reflection, and other activities to further expand and improve upon practices to create an authentic sense of belonging for all students.
Unmasking Stereotype Threats and Implicit (Unconscious) Bias
This workshop has relevancy to all employees and provides an introduction to the concepts of stereotype threats and implicit bias. Both ideas are rooted in research and participants examine what kinds of behaviors and capacities stereotype threats and implicit bias interfere with in their personal lives and workplaces. Also, participants explore findings of remedies for the effects of stereotype threats and implicit bias through guided discovery from the works Claude M Steele, author of Whistling Vivaldi, and the Harvard Implicit Bias Project.
Ally Development Exercise I & II
If “Diversity is Everybody’s Everyday Work,” then where do I fit in? How can I be part of this work if I never thought these issues were “my issues”? This workshop introduces participants to the concept of being an ally. Participants explore how it’s possible, and why it’s necessary, to work toward access, inclusion, and support for marginalized and underrepresented students, faculty, staff, and community members, and for greater equity in all parts of our institution. Additionally, engage in an introductory “safe zone” activity where participants learn accurate information about the reality of being part of the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) population and acquire information about how values and beliefs about sexual orientation and gender identity impact your own and others’ lives. Also, this workshop encompasses language terminology to build knowledge of positive, inclusive words, and issues of the LGBTQIA community in support of creating inclusive spaces.
Equity-minded Course Syllabi: A Critical Inquiry
Inclusive learning and teaching refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. This workshop engages faculty in a critical inquiry of course syllabi. Participants analyze their own course syllabi to ensure that all students, including underrepresented students, are well-served in the learning environment. Clarity in language, goals, and measures is vital to effective equitable practices. A modified version of the Equity Scorecard Document Analysis Rubric for Self-Assessment of Equity-Minded and Culturally Inclusive Policies and Practices provides the method for analyzing and aligning course design and instruction with the goals of equity and inclusivity.
From Microinequities to Microadvantages
Micro-inequities are subtle, often unconscious, messages that devalue and discount individuals based on an unchangeable characteristic such as race or gender that can discourage and impair school and workplace performance. On the other hand, micro-advantages are subtle, often unconscious, messages that motivate, inspire and enhance school and workplace performance. A micro-advantage is a subtle message that motivates and inspires performance in the workplace or classroom. Like microinequities, they are conveyed through facial expressions, gestures, tone of voice, choice of words, nuance and syntax. Applied effectively, microadvantages can unlock student and employee potential, enabling one’s engagement, creativity, loyalty and performance. Micro-advantages are believed to enhance an individual’s engagement and overall performance. This workshop is applicable to all employees who have a desire to improve communication skills with diverse groups of people and in understanding how to transform microinequities to microadvantages messaging within the context of micromessaging. Participants engage in exploratory learning experiences to learn how micromessages are the central thread in every form of communication.
Teaching Practices that Facilitate Success for Underserved Students
This workshop will familiarize participants with the recommended practices for designing course materials and assignments, conducting classroom activities, and engaging effectively with all students, including those considered underserved. Emphasis will be placed on transparency, in which teachers and students focus together on how college students learn and why teachers structure learning experiences in particular ways. Participants will apply strategies presented in the workshop to design or re-design a learning activity or assignment for their class.
Gender Awareness in the Workplace and in the Classroom
This workshop focuses on interactions in the workplace and in the classroom to explore how they challenge or reinforce gender stereotypes and power dynamics. Participants examine how not challenging norms in society reinforces stereotypes of what “feminine” and “masculine” mean and the impact those stereotypes can have on power dynamics in the community. The workshop also exposes participants to recent policies of inclusion for transgendered community members and those who do not identify themselves within the binary gender categories. Through group discussion, reflection, and targeted activities participants will gain a more thorough understanding of how they can be co-creators of a campus climate that supports those who have traditionally been disempowered because of their gender and gender identification.