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Diversity Summit on Inclusive Excellence

Workshops

Details on the 2017 Summit workshops are below. A summary schedule grid is available here (PDF), and a compilation of presenter biographies is here (PDF). Details are subject to change, and will be included in the e-program and on posters/signs on site.

Post-Summit: Lead presenters are invited to share materials from your session as PDFs, as has been done in past years. Email materials as attachments to diversitysummit@du.edu

Prior to Summit

We have emailed lead presenters for each session with specific room, check-in, AV, and other details; please check with them. Each presenter should register ASAP for the Summit to create a nametag, reserve any meals, and receive parking and other information.

We are NO LONGER accepting workshop proposals.We encourage those with ideas to share, to consider submitting for the DU Women's Conference (2/10), Internationalization Summit (4/14), Sexual Assault Awareness events (April) or future Diversity Summits.

MORNING workshops: 10.15-11.30am

Click on each title for a session description.

Born in America. Raised Ñ.

all audiences | introductory

An interactive workshop focused on facilitating new conversations about culture, identity and diversity in our lives. Designed to challenge cultural complacency and foster Radical Cultural Self-Awareness, first-time Latina filmmaker, Denise Soler Cox, will use her story as an Enye (first-generation American born Latinx with parents from a Spanish speaking country) to guide attendees down a path of introspection, reconciliation and cultural awakening. While the premise of the workshop focuses on the shared experiences of growing up Enye, there are inherent universal truths in these conversations that cross gender, economic status, religion, education and race to unify this shared human experience and make it relatable for everyone.

Denise Soler Cox

Sturm 424

Connecting Racialized Stories with Ecologically-Minded Metaphors

undergrad and grad students, faculty, community | introductory

It’s imperative that educators and critical citizens engage in brave dialogue that challenges them to grow and critically analyze issues of race, power, oppression and agency in deep, transformative ways. Tremendous possibilities abound to develop multi-dimensional and interdisciplinary connections that embrace the nuance of the levels of racism. Participants will explore how centering one’s epistemological disposition, through reflection and storytelling, can allow for the space and possibility for unpacking the levels of racism and engaging in radical honesty. More specifically, participants will collectively consider the role that ecologically-minded metaphors could play in courageous anti-racism dialogue. Participants will gain understanding of the levels of racism, will explore racialized personal experiences, and will build their tools for self-reflection and brave conversations.

Tara Meister and Brianna Mestas

Sturm 492

Creating Safe(r) Spaces for Intellectual Growth

graduate students, faculty and administrators | intermediate

Recent controversies throughout colleges in the U.S. have drawn attention to practices that explicitly establish “safe spaces,” “trigger warnings,” and other policies on college campuses that are designed to protect students from harm. Supporters of such policies highlight their purpose in preventing students - and especially students with minoritized social identities - from oppression and discrimination in the classroom, whereas critics argue that these policies detract from learning by preventing critique of students’ beliefs, ideas, and biases. This workshop will inform participants about these recent controversies, provide relevant information from research to inform our discussion, and guide participants in working interactively to generate strategies for creating classroom environments that are safe from oppression while also fostering intellectual growth.

Vicky Atzl, Thania Galvan, Kayla Knopp, Allison Stiles, Eanice Wong

Sturm 412

Critical Thinking and Evaluation of Published Materials to Increase Sense of Community

According to a survey conducted by the Pew Research Center in 2016, 62% of Americans use social media as a source of news. Studies have also shown that people choose to read news that supports their views. This approach to seeking knowledge amplifies polarity. If we hope to create a supportive community where students openly discuss ideas, it is imperative that we emphasize critical thinking, which should include finding and vetting published materials. We will introduce some approaches that we use in STEM to teach these skills. As a group, we will discuss the ways in which we address critical thinking and evaluating media/published content in our respective fields. Finally, how can we encourage students to take these skills into their daily life as they navigate the overwhelming world of media saturation? Do we have a responsibility beyond the university?

Dale Broder, Shannon Murphy, and Robin Tinghitella

Sturm 410

Examining Inclusive Excellence through Performance

all audiences | introductory

The African-American story is one of many stories which make up the rich fabric of the United States. It is also a story which highlights the complex nature of our interactions with one another in any context or community. We will show a 10-minute performance from American University faculty which explores the African-American experience in the US since slavery in the 1600s until now. Following this viewing, we'll hold a “talk back” where you will join a discussion about inclusive excellence and are responsible for your own awareness and engagement. This is an opportunity to discuss your life narrative and how you might share with it with others in a way which engages previously held beliefs and connects various communities.

Raymonda L Burgman

Sturm 312

Many Voices, Many Truths in the News

undergraduate students | introductory

Join local journalists for a discussion about how reporters might strive to include many diverse voices in the news, and hear what they have to say about journalism's commitment to the truth in an era of "fake news." Presenters include:Jennifer Brice, CBS4News and DU grad; Joe Danborn, AP News Editor (Rockies Region); Tina Griego, reporter, The Colorado Independent; and Adrienne Russell, Associate Professor, DU MFJS and author, Journalism as Activism.

Panel organizer: Lynn Schofield Clark, Professor and Chair, MFJS

Sturm 281 (Lindsay Auditorium)

My Culture is not a Costume: a Community Wide Effort

graduate students, staff, faculty, community | intermediate

Our session focuses on the recent “My Culture is Not a Costume” Campaign that was presented by the Housing and Residential Education department, along with many other on campus partners. This campaign focuses on cultural appropriation during Halloween and preparing students to have dialogue surrounding different cultures. Participants will gain an understanding of the two-year planning process regarding this campaign and how our department built off of last year’s campaign. This is in hopes that our DU community can use our example of how to continue programming, even if the initiative does not go as planned the first time. As the theme of the Diversity Summit is overcoming challenges and building community, we want to highlight both the challenges and successes of our educational university wide event planning.

E Madarasz and Audrey Mooradian

Driscoll Gallery

One of Us; Inclusive Communities at Work

DU staff and faculty only | introductory

Diversity and Inclusion is on almost every organization’s agenda. Changing demographics, growth opportunities in new markets and many other socio-economic trends means that diversity is necessary. But diversity alone is not enough. The research shows that we reap the real benefits of diversity only when it also comes with a culture of inclusion. An inclusive culture exists when people feel psychologically safe and free to express their true identity at work. When people feel, involved, valued and connected every day, they are able to be their best selves at work, and deliver better results too. The problem lies in that we naturally move towards those that we perceive as similar to us, and away from those we perceive as different. This session helps us identify what it means to truly recognize and leverage diversity to improve the quality of our innovation, collaboration and relationships: And to play our part in building inclusive cultures for all. (Same workshop is repeated in morning and afternoon sessions.)

MindGym Inc.

Driscoll Ballroom

Positional Privilege in the Academy

undergrad and grad students, staff, faculty, administrators | intermediate

As educators and learners, many of us strive to embody the values and ethics around multiculturalism and issues of power, privilege, and oppression that are central to maintaining systems of inequality. Now we must turn our critical gaze inward to examine these same power structures as they exist in the academy, make the unconscious conscious, and create ways to intervene.

Anamika Barman Adhikari, Trish Becker-Hafnor, Karen Bensen, Badiah Haffejee, and Nicole Nicotera

Sturm 335

Practical community organizing strategies to build reciprocal relationships and socially just communities

undergraduate and graduate students, alumns, community| introductory

Building community relies on effective reciprocal relationships which help us to recognize perspectives of multiple stakeholders. From the guidance of current DU Public Achievement students, participants will learn specific tools and strategies for building relationships that will strengthen their ability to build community and make a socially just impact on campus and in the community. Such skills will include improving communication practices with peers and community partners via One2One relational meetings, building cohesive networks and reciprocal relationships in which to complete public work, and developing community and inclusive partnerships.

Ryan Hanschen, Alejandra Martinez and Alicia Saxe

Sturm 376

The Privilege of Citizenship: Keys to Dialogue with Latino Immigrants in the US

Undergrad and grad students, staff, faculty, administrators | introductory

The US continues to become more diverse, and this diversity extends into universities and other sites of education. However, while student populations continuously become more diverse nationwide, the professors who teach them do not. Immigrants coming across the US-Mexico border are contributing to this diversity, but the validity of their existence in the US is constantly being rejected and questioned. Their experiences are valuable and should be heard, yet often students, professors, and administrators do not know how to engage in appropriate dialogue with these individuals to more mutually understand one another’s perspectives. This session seeks to explore the history of immigration across and criminalization of the US-Mexico border while simultaneously examining one’s own privilege as a citizen of the US. After this historical and self-reflexive exploration, the session will then give participants some tools to actively engage in dialogue with Latino immigrants in order to understand their experiences.

Ana Gutierrez and Olivia Grace Wolfe

Sturm 490

Racism, Trauma, and Healing after the 2nd Reconstruction

all audiences | intermediate

Many commentators have observed that the recent Presidential election represented the end of a 2nd era of reconstruction in the history of the US. After decades in which monumental civil rights legislation was passed, momentous US Supreme Court victories were won for racial, sexual, gender, and other minorities, and culminating with the presidency of Barack Obama and the most diverse executive branch in the nation’s history, the result’s on November 8, 2016 represented for many a “whitelash” about the seeming progress the nation has made. There is accordingly fear that much like the Jim Crow era of racial terror that followed Reconstruction after the US Civil War, the US will be entering a new, but altogether familiar era of emotional, physical, and psychological violence. This panel will detail the ways that racist rhetoric has reemerged as a primary component of both DU and US politics and life, and how this reality creates deeply traumatic experiences for communities of color and explores strategies by which all those committed to racial and social justice can heal and prepare themselves for the coming post-reconstruction era.

Ramona Beltrán, Raúl Pérez, and Armond Towns

Sturm 187

Rape Culture 101: What is it and How do we End It?

All audience, in particular, athletes, athletic administrators, coaches and members of Greek community | introductory

What is rape culture? How does it manifest itself on our campus? How does it relate to other forms of oppression? And most importantly, what can we do to end it at DU? This interactive session will give participants the opportunity to learn, share, and brainstorm solutions on how we can better understand and thus eradicate gender-based violence on our campus.

Hava Gordon and Lori Scott

Sturm 412

Redefining Diversity & Creating an Ecosystem to Support a Biodiverse Learning Population

All audiences | introductory

During this session, we will take a brief look at the importance of diversity for biological advancement and growth, highlight the necessity of diversity in order to have a sustainable ecosystem, and explore how this relates to our colligate institution. The majority of this session will be focused on developing a greater understanding of the inherit neurodiversity between individuals, as well as, to provide access to resources that aid in our development an educational ecosystem that supports the diversity within its community. If participants are interested in learning more about Neurodiverse learners, this session pairs well with the afternoon’s “Stylized Learning through Interactive Games.”

Christina Crow

Sturm 334

Sanctuary Campuses: Undocumented Students in Higher Education and a Changing Political Economy

all audiences | introductory

This workshop explores what it means to become a “sanctuary campus” in support of undocumented immigrant students in US higher education. Sanctuary campuses have emerged as an institutional response to undocumented student concerns about the changing political climate related to immigration and education. While trending as a populist institutional response, there is a lack of knowledge and understanding about what sanctuary status might mean, especially in terms of the protections it can provide undocumented students and the obligations of colleges and universities. In this workshop, we examine how “sanctuary” status has been enacted across various social institutions including churches and municipalities, as well as public and private colleges and universities. This workshop will serve as a shared intellectual space where faculty, staff, and students can process new and shared knowledge regarding immigration and education through collaborative efforts. By doing so, we hope to better support undocumented and DACAmented students at DU.

Guillermo Ramírez, Vanessa Vazquez, and Darsella Vigil

Law 259

Telling Our Math Stories to Confront Privilege and Power in the Classroom

Undergrad and grad students, faculty, alumni, community | introductory

In an elementary math methods class that we are co-teaching, we want prospective teachers (PTs) in the class to realize that children come to school with mathematical knowledge. For many PTs, this requires that they have opportunities to move away from deficit-based math narratives about students to asset-based perspectives in which they confront their own biases and become aware of their students’ mathematical talents. In this session, the narratives of PTs will be shared as they explore issues related to privilege to teach math in equitable ways. Participants will also tell their own math stories and view a video as a means to examine inequitable math instruction. Participants will learn concrete strategies about how math education needs to change to respect students’ narratives and incorporate students’ mathematical ideas in the classroom, particularly at schools that primarily serve students of color and low-income students where math instruction has historically been impoverished.

Michelle Garcia-Olp, Richard Kitchen and Jacklyn VanOoyik

Law 155

What Political and Community Organizing can Teach Us about How to Achieve Diversity and Inclusion

Undergraduate and graduate students | introductory

This workshop is geared toward students who are already in leadership positions (Resident Assistants, Graduate Resident Managers, Presidents of Greek organizations and social clubs, athletic team captains and students who are in the leadership program). The workshop will teach student leaders how to use political and community organizing tools to: Build a strong D.U community that is inclusive and authentic. Engage diverse stockholders i.e. other students and staff to create relationships, manage organizations, and achieve D.U’s overarching goal of diversity and inclusion. Lead and engage in an honest and fair civil discourse regarding race, gender, sexual orientation and disability especially in today’s divisive political climate. Work together in building and choosing diverse teams. Students will have a chance to engage each other and the speaker. Student leaders will work in groups to develop a simple action plan for diversity and inclusion.

Maram Abdelhamid

Sturm 127

Writing Community, Writing Change

graduate students, faculty | introductory

One way we can foster diverse and inclusive scholarly communities is by making the writing we do more visible: to ourselves, to each other, to larger academic circles. This session introduces an ongoing program (Writing Fridays, co-hosted by IRISE and the Writing Center) that will begin on Friday, January 27 and continue weekly through May. The program has two overarching goals: 1) To provide a space for individual graduate students and faculty, especially those from traditionally underrepresented groups and those working on projects that seek to build inclusive communities, to meet and write. 2) To offer support to graduate students who are still learning how to find a scholarly voice and an outlet for their work. This session offers a sampling of the activities highlighted in this program. Participants will share a piece of their writing in progress and learn about the kinds of writing that their fellow graduate students and faculty are doing. We encourage attendees to bring a piece of writing from an ongoing writing project with them to this session.

Sujie Kim, Sarah Hart Micke, and Juli Parrish

Sturm 324

AFTERNOON workshops: 3.15-4.30pm

Click on each title for a session details.

10 Ways for Decolonizing the Classroom

graduate students, staff, faculty | introductory

This session explores ways to build resistance into our classrooms. It will interrogate the colonial roots of much academic pedagogy and scholarship, which centers whiteness, genders the classroom, assumes citizenship and class, and reinforces other dominant ideologies consciously or unconsciously. Our aim in the session will be to provide 10 tangible ways that educators and students can subvert these systems of learning through a process of decolonization. This process assumes that the classroom is a space in which both the teacher and the student are responsible for their collective learning and sees both as educators and learners. This form of educational resistance seeks to honor the many stories and many truths of all bodies in the classroom.

Kristy Kumar and Marie Berry

Sturm 424

Am I an Ally? Continuing the Work from Early to Lasting Allyship

all audiences | introductory

Understanding and owning your privileged identities opens one’s eyes to the opportunities and dispensations privilege provides in life. Acknowledging one’s unearned privileges can create initial allyship behaviors, but the work of being an ally across differences and privileges is lifelong, and must be moved along a continuum necessitating the need for individuals to continue to develop their allyship skills and behaviors. Join us for a lively and interactive dialogue about continuing in the ongoing journey of allyship.

Patricia Hurrieta, Diana Romero-Campbell and Ellen Winiarczyk

Sturm 492

Building Community in Classes with Many International Student Stories

faculty, and anyone involved in, or aspiring to be in, a teaching role | introductory

This workshop will highlight teaching strategies that help to build community in classrooms where students from diverse US and international backgrounds need to learn together. Using a world café style format, members of a multi-departmental Faculty Learning Community on teaching in internationally diverse classrooms will lead participants through an activity intended to heighten awareness of how it feels to be an international student in a US classroom. They also will discuss and share teaching strategies that encourage greater participation from students for whom English is a second language and which foster deeper appreciation and connection between students of different backgrounds.

Bridget Arend, Allison O’Grady, Juli Parrish, Ping Qiu, Alisha Stanton, and Ethel Swartley

Sturm 490

Building Community in Unlikely Places: Building and maintaining inclusive communities for student employees on campus

Staff, faculty, administrators | intermediate

As DU’s student population becomes more diverse, so do the opportunities for creating a more inclusive workforce on campus. The benefits of building community extend beyond the classroom: Having a safe, inclusive and open environment for student employees, where they can share differences, can lead to a tight-knit, positive support system, and hence an increase in student success and retention. Learn how two of the most diverse student employers on campus, the UTS Help Center and Anderson Academic Commons, hire for and build a safe, inclusive environment for our students and come away with hiring and management practices that can be applied at the University and beyond.

Theresa Hernandez, Shannon Valerio and student employee panelists

Sturm 287

Building the Next Generation of Leaders

Staff, faculty, administrators | introductory

It is our responsibility as educators and administrators to build the most successful next generation of leaders. The workshop will focus on how diversity and inclusion is the cornerstone of building and developing the next generation of leaders. Participants will have the opportunity to discuss and learn how they can have a role in building the next generation of diverse leaders through; Helping students create social capital through coaching and mentoring diverse students. Creating a space of inclusivity by including diverse course materials Assigning diverse teams for project work thus, fostering and normalizing diverse work environment. Additionally we will discuss how the D.U’s core curriculum and the use of retreats and other school activities can foster an environment of diversity and inclusion. Participants will have a chance to engage directly with each other and the speaker. By the end of the workshop, faculty and staff will have created their own diversity and inclusion action to apply in their classroom etc.

Maram Abdelhamid

Sturm 127

Can College and University Campuses Provide “Sanctuary” from Immigration Enforcement?

All audiences | advanced

In the days following the 2016 Presidential election, groups at over 130 college and universities issued appeals that their universities become sanctuaries to promised massive immigration crackdown’s and enforcement by the in-coming presidential administration. A group of faculty at DU’s Sturm College of Law and members of its Rocky Mountain Collective on Race, Place, and Law put together a working group to begin producing resources that would be valuable to university administrators, faculty groups, and student organizations advocating that their campus become a sanctuary. This presentation will share the findings of the working group thus far. The group will then encourage critical conversation and solicit feedback about the type of information that is needed to empower you in your role as administrator, faculty, or student in making your campus a fortress in protecting the rights and dignity of some of your most vulnerable populations.

Patience Crowder, Nancy Ehrenreich, Cesar Garcia Hernandez, Jose Roberto (Beto) Juarez, Chris Lasch, and Robin Walker Sterling,

Sturm 281 (Lindsay Auditorium)

College Access

undergraduate students, staff, faculty, community | introductory

In order for an institution like DU to thrive in the wake of shifting demographics, it must build a solid foundation with the surrounding community. In other words, college access outreach work can no longer be seen as a 'community service', rather, it is an essential component to the University's ability to compete in our own back yard. This session explores the value and necessity of college access programming, as well as the current efforts of DU's Office of Undergraduate Admission to this mission. DU prides itself on being a private institution dedicated to the public good. Undergraduate Admission strives to uphold this proclamation by providing traditionally underrepresented students an opportunity for to have a chance to see the wonders of the college experience. This trip not only informs but also empowers.

TeRay Esquibel and Samantha Garcia

Sturm 335

Consent in the Modern World: Policy and Practice

undergrad and grad students, administrators, community | introductory

Campus sexual assault has been receiving increased attention in the last few years, resulting in federally funded national public awareness campaigns and increased efforts for prevention, investigating and adjudication of campus sexual assault. The workshop first explores the gap between recommended policy in terms of consent and the reality of sex communication at the college age. Second, it delves into realistic scenarios that are typical of college experiences and what consent might look like in those situations. We will encourage participants to explore the consequences that can arise when young adults who may be uncomfortable talking about sex and who have diverse understanding and expectations of sex and relationships are in a situation in which consent is unclear and when other influences are present (e.g. alcohol, peer pressure, etc.). Participants can expect to learn about current consent policies and how to approach consent within their own romantic and peer relationships.

Julie M Olomi and Naomi Wright

Sturm 411

Cultivating Educational Justice: Advocacy in Spatial Context

graduate students, faculty, educators | intermediate

This workshop will discuss the role of advocacy in the K-12 setting. With its roots in social work, advocacy provides a framework for engaging with marginalized communities. Built on a foundation of empathy, advocacy requires an understanding of self in order to cultivate an appreciation of service to others. In educational settings, advocacy often manifests through advisories, classroom interventions, social-emotional curricula, alternative programs, and other educational support mechanisms (PBIS/ MTSS). Workshop participants will gain an understanding of advocacy and how it can be implemented on a larger educational scale. Advocacy employs strengths-based techniques based off positive psychology, with intentions toward academic engagement and success of marginalized students. Advocacy can be used as a framework for dropout prevention programs, truancy reduction programs, and academic support programs.

Alicia Vasquez

Sturm 435

Do the Right Thing: Using Cinema to Find a Framework to Navigate that Awkward Moment in the Classroom

undergraduate and graduate students | introductory

This session will look at the trailers of several movies that center race within the following genres: comedy, thriller, historical film, drama, in an effort to explore a personal voice. After the initial exposure we will identify personal strengths of narrative building. Concluding the session we will navigate different ways to handle jarring real-life scenarios using one’s personal voice.

Carolyn Coles

Sturm 186

The Long-Term Benefits of Inclusion

graduate students, faculty, alumni, community, along with policymakers, municipal planners, thought leaders, strategists, etc. | introductory

At the Pardee Center, we believe that a long-term, integrated, data-driven view of the world can build community and manifest sustainable, mutual, inclusive benefits. The challenges facing global policymakers are rarely isolated or reduced to single issues. The way we think about policy choices should be as integrated and complex as the real-world challenges we aim to address. This long-term, systems-thinking approach--along with our International Futures (IFs) forecasting tool--helps us explore the concept of inclusion around the world. While inclusion (e.g. increased democracy, gender empowerment) is--and should continue to be--an end in itself, IFs can help us use historical data to create "what-if" scenarios that show real and multiple benefits of improved inclusion (how does a nation's security or economy benefit from inclusion, for example?).

Sturm 254

Many Hats, Many Stories: DU's International Community

undergrad and grad students, staff, faculty, administrators | introductory

How many hats do you wear? in class? at work? at home? with family and friends? Learn about the international community at DU which is not monolithic, whose members also wear multiple hats and who have stories to tell about building community in a new country, a new language, a new city and a new university. Find out how to be a more welcoming community.

Laura Buhs, Dina Fragkedaki, Moustapha Ly, Xiaoyi Zhu

Driscoll Gallery

Occupying Academic DU: Building Intellectual Communities Committed to Learning and Doing Social Justice

all audiences | advanced

DU has prided itself on being a private university committed to the public good. Not surprisingly, it has supported centers, institutes, and academic initiatives that serve a “sites” and “centers” where such work can take place. Bringing together members and leaders from DU’s Center for Community Engagement and Service Learning (CCESL), Latino Center for Community Engagement and Scholarship (DULCCES), Center for Judaic Studies, Korbel Latin American Center, Gender and Women’s Study Program, and Interdisciplinary Research Incubator for the Study of (In)Equality (IRISE), this roundtable explores how and in what ways DU can create intellectual environments that ferment social justice as a primary definition of the public good. In so doing, the roundtable seeks to share knowledge and strategies in which DU’s academic programs (through research and teaching) can become places of resistance and empowerment to bigotry, intolerance, and hate gripping democracies in the US and around the world.

Anne DePrince, Hava Gordon, Deb Ortega, Sarah Pessin, Tom I Romero, II, and Aaron Schneider

Sturm 451

One of Us; Inclusive Communities at Work

DU staff and faculty only | introductory

Diversity and Inclusion is on almost every organization’s agenda. Changing demographics, growth opportunities in new markets and many other socio-economic trends means that diversity is necessary. But diversity alone is not enough. The research shows that we reap the real benefits of diversity only when it also comes with a culture of inclusion. An inclusive culture exists when people feel psychologically safe and free to express their true identity at work. When people feel, involved, valued and connected every day, they are able to be their best selves at work, and deliver better results too. The problem lies in that we naturally move towards those that we perceive as similar to us, and away from those we perceive as different. This session helps us identify what it means to truly recognize and leverage diversity to improve the quality of our innovation, collaboration and relationships: And to play our part in building inclusive cultures for all. (Same workshop is repeated morning and afternoon sessions.)

MindGym Inc.

Driscoll Ballroom

Our Inclusive Excellence Committee Story: A Personal and Institutional Response to Building Community

graduate students, staff, faculty, administrators, alumni, community | introductory

Presenters will provide a history of our Inclusive Excellence Committee and the work we have engaged in at Morgridge College of Education over the past three years. Participants will engage in some of the strategies we have used to elicit stories and truths from others who have engaged in building community so that people are provided tools through their participation to engage in their own work as well as opportunities to learn from others.

Nick Heckart, Kristina A Hesbol, Ellen Miller-Brown, Tara Raines, and Devadrita Talapatra

Sturm 275

Overcoming Our Own Ineffective Conflict Resolution Methods to Build Community

all audiences | intermediate

Introspection about the five conflict styles using an interactive Thomas Kilmann tool from the US Institute of Peace can inform our choices for conflict management. When we consider how our own stories have been shaped by these unconscious and preferred methods to deal with conflict, we can reconsider how we automatically move to one style, our preferred style. By learning about other styles and when they might be most effectively deployed, we can hone our skills in conflict resolution in ways that offer more satisfying outcomes. Finally by re-presenting our stories to include more flexibility and greater self-awareness we can begin to challenge the common narratives about conflict in inter-personal relationships, community conflicts, as well as national and international disputes.

Barbara Stuart, Meagan Traver, and Sam Valliere

Sturm 379

Project Ava: Sharing Meaningful Stories That Inspire Meaningful Change

undergrad and grad students, staff, faculty, administrators, alumni |intermediate

In April 2016, Project Ava in collaboration with DU’s Student Advocates for Institutional Change, produced a short video highlighting the experiences of students of color on DU’s campus. Released on our Facebook page, the video quickly reached thousands of views in days. Distributed by both student government and the Chancellor’s Office, we found our video had sparked critical dialogue on campus on topic “Inclusive Excellence,” what that meant, and if it was enough. Founded in the dorms of DU, Project Ava is a national media-based advocacy organization empowering Storytellers to combat problematic mainstream narratives by sharing their own stories. Our workshop will focus on the power of individual storytelling to make an impact on social change, uniquely framed from a DU experience. We will equip attendees with the skills to critically examine media and share platforms through which their voices can be heard.

Kimberly Ta and Joseph Zhang

Sturm 251

Provost Reception: At the Intersections of Freedom of Speech and Inclusive Excellence: A Conversation about Our Shared Futures

DU faculty only

Inclusive Excellence and freedom of speech are values central to DU and to higher education more broadly. As we saw on our campus during fall quarter in discussion of the free speech wall and the defacement of student writing, this issue affects the campus as a whole and at times positions the values of inclusive excellence and freedom of expression in paradoxical tension. The same tension can be found in discussions of DU’s past and future mascots. These tensions also speak to a faculty doing research, faculty and students in the classroom, and a student walking across the quad. As we anticipate a draft statement from the Faculty Senate the Freedom of Expression Ad Hoc Committee, we seek to cultivate a framework and vocabulary for talking about and sustaining campus conversations about expression and inclusivity in which all members of our university community-- faculty, staff, and students alike—can see their concerns reflected. We invite DU faculty to be part of this conversation—one that shapes our campus and our nation. Participants are encouraged to peruse the PEN report “And Campus For All: Diversity, Inclusion, And Free Speech At US Universities” (https://pen.org/on-campus) in preparation.

Gottesfeld Room (4th floor west, Ritchie Center)

Racial Battle Fatigue: Living On the Front Lines

All audiences | introductory

Research opines the layered effects of racial microaggressions leads to Racial Battle Fatigue. Audience members will have the opportunity to interact with each other and the presenters in a safe space crafted specifically to assist with facilitating an open learning discussion around the challenging topic of race. This interactive presentation will elucidate on the research, real-life examples, and the impact on inclusiveness in academia, governmental and corporate settings at both the individual and systematic levels.

Kim Desmond and Aisha Rousseau

Sturm 410

Speaking Up: Building and Sharing the Stories of How We Became Aware of Our Privilege

All audiences, including people with privileged identities | intermediate

Presenters will first share their stores of how they went from #alllivesmatter to #blacklivesmatter and how they hope sharing these stories will open the eyes of their peers. Then, using an optional template, attendees will create their own “speaking up” stories to share with their friends, families, and classmates. The goal is for attendees to articulate what made them open to change their perspective and–with this story—to allow others to feel safe to do the same. While the presenters’ stories are about racial privilege, we encourage all people who feel they associate with a privileged identity to share their story about when they came to recognize their societal advantage.

Brianna M Johnson and Virginia Pitts

Sturm 412

Stylized Learning Through Interactive Games

Undergrad and grad students, staff, faculty | introductory

Gain insight into your own learning style and what it feels like when the expectation is to use a different learning style. By using various board games, this fun and innovative session will allow participants to recognize and change this regular occurrence of mismatched learning and teaching styles. This session will allow participants a deeper understanding of the diversity of learning, including our neurodiverse learners and will allow participants to embrace an acceptance of each other’s truths and stories. If participants are interested in learning more about Neurodiverse learners, this session pairs well with the morning’s “Redefining Diversity and Creating an Ecosystem…”

Julie Law, Caroline Lawrie, and Jimmie Smith

Sturm 334

United We Dream: Empowering Undocumented Students in the Classroom

Faculty, administrators | intermediate

By federal law, states are obliged to include undocumented children in public K-12 education. Yet, every year, 65,000 undocumented high school graduates are abandoned by the public education system. Attending college is an elusive dream for undocumented students, creating a lifetime of (and often trans-generational) hardship and underclass. While college-eligible undocumented students display great potential for academic success, they often face intractable challenges (ranging from financial constraints to ostracism) when trying to enroll in and attend higher education. While there is much policy debate regarding the educational rights of undocumented students, literature on specific ways in which universities can support undocumented students who are already enrolled is scarce. This session will address some of the issues college faculty should consider when serving undocumented students in order to facilitate their college experience. Additionally, this session will introduce innovative ways to build an inclusive classroom, supporting undocumented students.

Delio Figueroa and Julia Roncoroni

Sturm 491

What is the truth about gender and sexuality? Discourse-based analysis

Undergrad and grad students, staff | intermediate

Gender and sexuality are identities that inform many divisions in our society, many stereotypes and prejudices, and work to place a designation of sexual identity on all individuals in our society. Have you ever wondered how the "truths" about gender and sexuality were constructed? Who decided what gender is? When was the concept of sexuality introduced in our society? Discourse-based analysis focuses on the relationship between power and knowledge: whoever determines what can be talked about also determines what can be known; whoever determines what can be known determines how we think and perceive concepts. In this session, we apply discourse-analysis to gender and sexuality. Participants will be able to apply discourse theory to their daily life interactions with gender/sexuality and begin to ponder the application of “truth construction” to other salient identities that have developed social implications.

Angie Natoli

Sturm 333