| Title | Date | Start Time | End Time | Location | Session Description | Presenter Bio |
|---|---|---|---|---|---|---|
| Experiences of Faculty of Color at CSU: A Study Piloted in the College of Applied Human Sciences (CAHS) | 9/22/2009 | 8:30:00 AM | 9:30:00 AM | Room 224-226 | The Problem and Need: Increasing diversity of faculty at CSU is an important institutional goal. However, current available data is largely quantitative. Absent is firsthand information about these experiences and how they illuminate enhancers/inhibitors to becoming a nationally renowned “diversity university.” The Research Questions: The two overarching research questions are: 1) What are the experiences of faculty of color at CSU? 2) How can the resulting understanding be used to inform improved praxis, and related strategy and policy formulation, implementation and evaluation? The Methodology: An emergent design, grounded in an interpretive-descriptive qualitative (phenomenological) methodology, to describe and understand the ‘lived phenomenon’ of a faculty member of color in a predominantly white academic institution like CSU. The methodology will be piloted and refined within the CAHS, for extension to the wider institution and beyond. The Findings and Discussion: Includes how the pilot study will be used to: • gather first hand experiences and insights from current and past faculty of color at CSU to inform faculty and administrators on barriers to attracting and retaining faculty of color, • inform formulation and progress against College and University diversity goals; • enable comparison of CSU with other and similar-context Colorado-based academic institutions. |
Sharon Anderson; Director of Graduate Programs and faculty in the School of Education, Sharon has co-edited a book on privilege, oppression, and diversity. Louise Jennings; Faculty in the School of Education, Louise specializes in qualitative research methods, social foundations of education, and multicultural education. Susan Lynham; Faculty in the School of Education, Sue specializes in phenomenological-constructivist inquiry, and leadership in complex, diverse, and global environs. April Mason; Dean of the College of Applied Human Sciences, April leads, among others, the college committee on diversity and actively represents the same at the university level. Eulanda Sanders; Faculty in the Department of Design and Merchandising, Eulanda conducts creative scholarship/research to understand design and product needs of diverse populations from socially responsible perspectives. Malcolm Scott; Faculty in the School of Social Work, Malcolm focuses on corrections, higher education, and African American community research. |
| Being Muslim in America | 9/22/2009 | 8:30:00 AM | 10:30:00 AM | Room 213-215 | Islam is the fastest growing religion in the world. There are nearly seven million Muslims in the U.S., and around 20,000 Americans convert to Islam every year. Following the tragedy of September 11, 2001, it has become increasingly challenging to practice Islam within a generally fearful climate in the U.S. Curing this session, we will watch a short video, “9/11 Backlash: Being Muslim in America”, which examines the history and teachings of Islam and the challenges that Muslims are facing today, including the stereotypes that are being perpetuated in Hollywood. Following the film, we will discuss the issues raised with a panel of experts, Muslims students who are living here in our own community. | Jenn Christ: is the Program Coordinator for the Office of International Programs. She organizes new international student orientation and numerous intercultural events. She received an M.S. in Student Affairs in Higher education at Colorado State University. Christy Eylar: is the International Sponsored Student Coordinator for the Office of International Programs. Through this role, she works extensively with Muslim students from around the world. She has an M.A. in Cultural Anthropology from Colorado State University. |
| Gay Marriage in 2009: A Panel Discussion with Journalists and Scholars on Mainstream Media Coverage and What Contribution Journalism Has Made Toward Changing Laws | 9/22/2009 | 9:30:00 AM | 10:30:00 AM | Room 210 | The realities of gays, lesbians, bisexuals and transgendered individuals are being discussed in media and throughout pop culture more than ever. At the top of this agenda might be the issue of gay marriage in the U.S. A few months ago, Iowa became the third state in the union to legalize gay marriage, following Massachusetts and Connecticut. California briefly allowed gay marriage before a voter initiative repealed it; now they condone domestic partnerships. New Jersey and New Hampshire offer civil unions. Closer to home, two CSU students wrote an initiative last Spring that would allow for same-sex civil unions to receive the same benefits as married couples. This Student Media panel with its experts wants to delve into how well the media have been covering the issue of gay marriage and whether or not journalism has contributed in any way to changing laws in this country. Has the press adequately explored the issue? Has there been enough reporting on how the gay marriage issue fits within the argument for the so-called separation of church and state? How does the public – readers, listeners, and viewers – respond to the issue? The panel will seek to explore, react to gay marriage coverage. | Student Media, home of the Rocky Mountain Collegian, CTV, KCSU radio, College Avenue Magazine and its hundreds of student workers and volunteers, will host this panel discussion. The panel moderator will be Holly J Wolcott, the Collegian’s professional news room adviser. Ms. Wolcott, who also teaches in the Department of Journalism and Technical Communication, has a master’s degree in mass communication and has spent 16 years as a reporter. While at the Los Angeles Times, she wrote extensively about crime and public safety and was part of a Pulitzer |
| Building Positive Communication between Western and Islamic Cultures | 9/22/2009 | 9:30:00 AM | 10:30:00 AM | Room 214-216 | When faced with cultural diversity, we seem ill equipped in the workforce to deal with the differences that come from ethnic heritage, race, religion and language. As the world “becomes smaller” through immigration, education, internet and global business operations, the gulf in the workplace between people of different cultural backgrounds continues to widen. There is an increased need for dialogue, as the number of Muslims increase in Northern Colorado and nationwide. Corporate productivity decreases, safety issues rise, and problems go unresolved, until we decide to take positive action. This training will use active methods to help attendees see and understand the two sides of the coin: a Western and an Islamic cultural perspective. It addresses cultural differences, which include general attitudes toward life, religion and cultural norms. We will identify prejudice and its origins, break down statements and interpret them in a new and positive way. We will search for joint understanding and ways to build a common ground. The goal is to help student, educators, and community business leaders to push past stereotypes and establish a more productive environment for people of any cultural background or faith. |
Kimberly Pichot is President of Complete Success, Inc. in Greeley, Colorado. She has lead companies for 20 years through strategic planning, leadership, diversity training. She’s taught business classes for ten years at Andrews University, Michigan, and at three Community and Career Colleges, including IBMC. Fluent in Portuguese, French, and English, she immersed herself in the Muslim culture of West Africa for 7 years, also spending 15 years in South America and 2 years in Europe. Kimberly holds an MBA in international management from Monterey Institute of International Studies, California. |
| From Dialogue to Action: Utilizing the ‘Study Circles’ Process | 9/22/2009 | 10:30:00 AM | 11:30:00 AM | Room 224-226 | Martín Carcasson, associate professor of Communication Studies and director of the CSU Center for Public Deliberation will host a 60-minute discussion to present case studies of Study Circle processes that have been completed in other communities, and propose the idea of starting a new study circles program in the Fall of 2009 in Fort Collins focusing on diversity issues such as increasing academic achievement for ethnic minorities. The study circles format is designed to be an on-going (multiple-week) meeting of individuals who want to first build relationships and use that as firm ground for addressing diversity challenges and working towards solutions. This session would mainly focus on bringing the diversity leaders and stakeholders into the room together to find creative venues for diversifying campus and increasing cohesion and communication among diversity organizations. Dr. Carcasson would work with existing organizations involved with these issues before the presentation in order to develop partners for the project, and then utilize the Diversity Conference presentation as a critical catalyst to jump start the process itself. For more information on the Study Circles process, visit www.everyday-democracy.org. An official from Everyday Democracy may also present at the conference alongside Dr. Carcasson. | Martín Carcasson, Ph.D., is an assistant professor in the Communication Studies department at Colorado State University, and the founder and director of the CSU Center for Public Deliberation (CPD). His interests are focused on rhetoric and contemporary public affairs, and the interdisciplinary theory and practice of deliberative democracy and collaborative governance. The CPD serves as an impartial resource for the community dedicated to enhancing local democracy through improved public communication, community problem solving, and collaborative decision-making. Dr. Carcasson trains students to serve as impartial facilitators, who then work to design, facilitate, and report on public forums on important issues. Mallorie Bruns, B.A., is a graduate teaching assistant in the Communication Studies department at Colorado State University, and the research assistant for the CSU Center for Public Deliberation (CPD). She has been a student associate and moderator for the CPD since 2007. Her interests are focused on deliberation, dialogue, conflict management, and interpersonal processes for bringing community members together as a means to build relationships, brainstorm and collaborate, as well as solve conflicts and work towards solutions. She is working on an interdisciplinary certificate in Peace and Reconciliation Studies through the Office of International Programs. |
| How Do CSU Students Experience Diversity? | 9/22/2009 | 10:45:00 AM | 11:45:00 AM | Room 213-215 | The results of the 2008 Educational Benchmarking Inc. survey provide insight into the campus climate that both undergraduate and graduate students experience at CSU. Over 1300 students completed the survey providing data on campus climate, student attitudes and beliefs, and satisfaction with the institution. An analysis of the qualitative data collected through this survey provides an understanding of the ways students experience diversity at CSU. Join us for this session to better understand students’ experiences, the strengths of CSU’s diversity efforts, and discussion about ways CSU could improve our climate around diversity issues. | David A. McKelfresh, Ph.D. is the Executive Director, Assessment and Research, Division of Student Affairs and Program Chair, Student Affairs in Higher Education Graduate Program at Colorado State University. Chris Linder, MA, is the Director of Women's Programs and Studies at CSU and a PhD student in the Higher Education and Student Affairs Leadership Program at the University of Northern Colorado. |
| Now That We've Talked About It, What Can I Do? | 9/22/2009 | 11:30:00 AM | 1:00:00 PM | Room 214-216 | Diversity programming and education efforts often occur on college campuses and in communities without any input from oppressed groups or individuals. Sometimes these efforts result in changes that people with oppressed identities do not actually want or even make their lives more difficult. This session will focus on using your areas of privilege to educate and create change in a positive and respectful way. We will discuss ways to connect with individuals and communities who would be most impacted by your efforts and how you can work together to take informed and helpful action. We will work from the idea of designing programs based on creating accessibility and centering the experiences of the most marginalized among us. This session is designed for people who have previously learned about privilege and oppression and gained some self awareness around these issues and would like to start taking action. | Vani Narayana is an Assistant Director of Campus Activities at CSU. Over the last two years she has created a new area of Campus Activities called Diversity and Social Justice Programs. She has five years of experience in Multicultural Affairs offices and two years in Admissions. Her Master’s Degree is in Leadership in Student Affairs from the University of St. Thomas in Minneapolis. Helen Kang is a first year graduate student in the Student Affairs in Higher Education program at CSU. She is the Graduate Assistant for Diversity and Social Justice Programs in Campus Activities. |
| Talking About Socio-Economic Status and Diversity in Higher Education | 9/22/2009 | 11:30:00 AM | 1:00:00 PM | Room 210 | Does socioeconomic status make a difference in college preparation, access, attendance and graduation? Currant statistics about college attainment continue to reflect differences for students from lower-income and/or first generation families, including students as Colorado State University where low SES students graduate at rates lower than students from higher income and bachelor-degree families. Research indicates that the relationship between educational attainment and income is high, and there are positive correlations between education completion and quality of life. Although these students enter postsecondary with the same academic admissions criteria, socio-economic factors present challenges and barriers to college persistence and completion. Programs and research-based effective practices can provide the additional support that lower SES students may need to successfully persist to graduation, including outreach and pipeline programs that increase equal access to higher education. This session will provide an overview of the assets and challenges that students bring to, and face, in the university environment and presenters will describe programming effective in supporting students’ access, persistence and graduation. The presentation includes a brief overview of SES demographics nationally and at CSU; the results of two qualitative research studies on first-generation students; effective practices; first generation student voices; and several interactive activities. | All presenters have research and relevant work experiences related to the topic. Jody Donovan and Oscar Felix conducted research on low SES students for their dissertations. Dr. Felix directs the CSU Access Center, sponsoring pre-college access programs and partnerships. Paul Thayler is the author of “Retaining first-generation and low income students”; has twenty years of experience directing pre-college access programs; and founded the CSU First-Generation Scholarship program with 55 recipients annually. Andrea Reeve has 25 years of experience working with college success programs. She directed the National TRIO and Pathways to College Network Clearinghouses, sharing effective retention, access and opportunity practices with educational practitioners. |
| Teaching Multicultural Courses: Supportive Critical Dialogue | 9/22/2009 | 1:00:00 PM | 3:00:00 PM | Room 224-226 | Instructors using Critical Multicultural Education (CME) realize students may resist it. An effective manner to address this resistance is to invite students to construct their own learning, “and that knowledge is not transmitted from teacher to student but rather invented and reinvented together in a dialogical exchange” (Ahlquist, 1992, p. 91). We consider dialogue a central element of CME, and like critical pedagogy, CME requires an on-going dialogue of reciprocity (Freire, 1970); that is a negotiated space where people come together to participate in a process of hope and contestation. Additionally, teaching students CME raises their consciousness for understanding social justice, equity, and deeper introspection concerning white privilege, classism, sexual orientation, and gender equity. This session is for Faculty or GTA’s or people teaching courses addressing issues of diversity. One goal is to get the participants to discuss their perspectives and methods of engaging students in CME. 1. Start by engaging participants in an interactive activity called, “The Game of Life.” After this game, we will discuss the key principles related to meritocracy, color blind perspectives, and ideas related to critical multiculturalism. 2. We will also discuss other strategies that can draw out additional principles discussed by the audience. |
Antonette Aragon is an assistant professor from Colorado State University. Her research focuses on multicultural teacher education, anti-racist multicultural education, and the examination of marginalized students. She researches and develops curricula fostering cultural competencies for White teacher effectiveness to teach students who are racially, ethnically, linguistically, & socio-economically different from themselves. Louise B. Jennings is an associate professor at the School of Education, Colorado State University. As a classroom and school ethnographer, she examines the intersections between inquiry, literacy, diversity and critical democracy that are created through the discourse of learners and teachers. She has a publications focusing on the transformative potential of spoken and written dialogue in classrooms and inquiry as a basis for professional development and continuous school renewal. |
| Talking About Diversity in Courses related to the Middle East and North Africa | 9/22/2009 | 1:00:00 PM | 2:30:00 PM | Room 203-205 | In courses related to the Middle East and North Africa, sensitive topics are bound to arise. This roundtable focuses on how to facilitate student discussion in class on issues such as terrorism, jihad, Zionism, the role and place of women, Muslims in America, the representation of the region in the media, etc. Professors specializing in Middle East History, Arabic literatures and cultures, Sociology and Political Science will share their challenges and successful strategies for working through complex issues with students. Each panelist will offer brief remarks, followed by a group discussion and ending with an open dialogue with the audience. |
Nate Citino teaches diplomatic and Middle Eastern history. He is the author of From Arab Nationalism to OPEC: Eisenhower, King Sa'ud, and the Making of US-Saudi Relations. Mohammed Hirchi is an assistant professor of Arabic and French. He teaches a course on Arabic language, literature and culture in translation. His areas of research include literature, film and cultural studies. Lori Peek is an assistant professor of Sociology. She has a forthcoming book on the post-9/11 backlash against Muslim Americans. Gamze Yasar, an assistant professor, teaches courses on comparative politics and Middle East politics. Mary Vogl teaches a course on the mutual influences of French and Middle East/North African cultures and languages and published a book on literary and photographic representations of North Africans. |
| Experiments in Diverse Democracy: The Benefits of Inter Group Dialogue | 9/22/2009 | 2:30:00 PM | 4:00:00 PM | Room 210 | Intergroup dialogue, an innovative approach to structured conversations about diversity developed at the University of Massachusetts. Participants from various society identity groups, typically with the history of tension, engage in semi-structured interactions. Aided by trained facilitators, participants explore commonalities and differences between and within social identity groups. The presenter facilitated intergroup dialogues from 2005-2007 at the University of Maryland as part of a multi-university study inquiring into the educational benefits of dialogue. Student participants routinely reported their dialogue experience to be one of their most meaningful and useful educational experiences because it helped them to connect theories of diversity to real world practices of social justice. Emerging research on the educational benefits of diversity in higher education indicates that students who are exposed to interactional diversity experiences – such as intergroup dialogues – are more likely to be hired first, promoted sooner, and earn more money earlier in their professional careers than their peers who are absent these experiences. This presentation will describe the context in which the presenter facilitated intergroup dialogue and will give attendees the opportunity to participate in a mini-intergroup dialogue experience. Attendees will be provided with substantial resources for developing and implementing dialogic programs of their own. |
Kimberly Staking is a Woman’s Studies doctoral student at the University of Maryland. She earned her M.A. in Art History (2000) and in Woman’s Studies (2007) at UM. While a graduate student, she has worked at the Smithsonian’s National Portrait Gallery, and taught courses in art history; intergroup dialogue; woman, art and culture; and gender and sexuality. Whit a Ford Foundation grant to develop web-based pedagogies, Ms. Staking collaborated with colleagues in Africa, Israel, and Jamaica to design and teach an online curse in which cohorts from five institutions explored international issues in woman’s health. Her dissertation investigates the uses of feminist pedagogies in the teaching of visual culture. |
| LGBT Families: Creating a Safe and Welcoming Community | 9/22/2009 | 2:30:00 PM | 4:00:00 PM | Room 214-216 | This presentation includes information about lesbian, gay, bisexual and transgender families. It incorporates a panel of parents who identify as LGBT, or who have a child who identifies as LGBT. This presentation serves as a way of opening up dialogue and beginning to answer questions about how LGBT families are formed, challenges they face, and strengths they possess. Included in the presentation is specific information on LGBT parents and children. Come discover ways to help make our community a safe and welcoming place for LGBT families to grow and thrive. | Katie Godfrey, M.S., is a feminist individual, couple, and family therapist specializing in working with people from diverse backgrounds around issues of personal growth, depression, relationships, and trauma. She teaches in the Human Development and Family Studies Department and the Women’s Studies Department at CSU. Suzanne Hartung is the Healthy Living Programs Coordinator at the Lambda Community Center, serving the LGBT Community of Northern Colorado. She facilitates trainings on LGBT awareness for educators, healthcare professionals, and other interested groups. She is also a graduate student at CSU studying Community Counseling. |
| Based on Life Theatre (BOLT)CANCELLED | 9/22/2009 | 4:00:00 PM | 5:30:00 PM | Room 224-226 | Based On Life Theater’s mission is to raise awareness on the Colorado State University Campus and in the Fort Collins Community about today’s vital health and social issues, using dramatic performance as our method of education. This performance will include a series of skits with some audience interaction, using the power of peer influence to communicate with students. Beyond the stage, BOLT wants to encourage people to be positive influences in their schools and communities. In a blending of drama, humor, and basic information, various issues are highlighted through scenarios typical of college. A substantial amount of material presented is original and inspired from the real life experiences and observations of group members. Through multiple skits, BOLT communicates some of the typical struggles college students may encounter including; drugs and alcohol, sexual harassment and assault, mental health concerns, eating disorders, divorce or parents and unplanned pregnancy. After the performance, the actors and the audience have a discussion have a discussion, talking about emotions that came up, observations made, and other thoughts and questions regarding the material presented. |
Based On Life Theater (BOLT) is a peer theater group that uses improvisational acting, audience interaction, and the power of peer influence to spread awareness of health and diversity issues on campus and in the community. The group is made up of all CSU students – Freshman to Graduate Students. |
| Adult Learners and Veterans Panel | 9/22/2009 | 4:00:00 PM | 5:30:00 PM | Room 213-215 | The adult learner population is typically a small percentage of the overall undergraduate population at four-year institutions of higher education. As a result, adult learners may feel marginalized and invisible. Adult learners tend to be a more at risk population than traditional students for not completing their education due to extenuating life factors. This panel will allow for a variety of adult learners to share their experiences of being non-traditional students at a four-year institution and how their life experiences impact their academic lives. Examples of life experiences that will be represented on the panel include parenting, past or current military service, being a transfer student, and working part-time or full-time. The student panel will talk about their struggles and successes in adjusting to college life at a traditional four-year university, balancing family and school, balancing work and school, and transitioning from a military environment (including combat experiences) to civilian and college life. The presenters will be discussing services and programs that are being provided at CSU to help assist adult learners to successfully navigate these challenges and graduate from college. | Jan Rastall has been working with the adult learner population for over 12 years. She enjoys working with students who chose to return to school at a time in their life that doesn’t match the typical post high school student. Jan has her M.Ed. Ann Ingala is an Army veteran who served in Desert Shield and Desert Storm. She has been working with student veterans and military at CSU for two years. She is currently working on her Doctorate in Counseling Psychology. The student panel will include parent students, student veterans, transfer students, and students working part-time and full-time. |
| Keynote Speaker: Helen Zia | 9/22/2009 | 7:00:00 PM | 8:30:00 PM | Main Ballroom | No registration is required. Session is open to the public. | Zia is an award-winning journalist and former Executive Editor of Ms. Magazine. Her articles, essays and reviews have appeared in numerous publications, books and anthologies. She was named one of the “Most Influential Asian Americans of the Decade” by A. Magazine. |