| Title | Date | Start Time | End Time | Location | Session Description | Presenter Bio |
|---|---|---|---|---|---|---|
| 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. |
| 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. |
| 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. |
| 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. |
| 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 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. |
| 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. |
| 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 | Cherokee Park Room | 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 | Virginia Dale Room | 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. |
| Title | Date | Start Time | End Time | Location | Session Description | Presenter Bio |
|---|---|---|---|---|---|---|
| A Collision of Identity: Issues and Outcomes of the Indian Adoption Project (1958-1967) | 9/23/2009 | 8:30:00 AM | 9:30:00 AM | Room 214-216 | American Indian transracial adoptees often find themselves at the intersection of belonging, hierarchy and social memory. The architect behind this sometimes violent collision is the Indian Adoption Project. The Indian Adoption Project, a handshake agreement between the Bureau of Indian Affairs and the Child Welfare League, ran between 1958-1967. The Project was designed to save American Indian children from impoverished economic and social conditions while giving them access to resources afforded to the Euro-American middle class. By 1972 over 30% of American Indian children were placed into non-Indian homes. Research with adult American Indian transracial adoptees illuminates not only issues of adoption, but what it means to be Indian living in a White world that possesses a colonizing social memory. It also reveals what it means to be Indian having been raised in a White world trying to return home. Interviews and surveys conducted with adoptees expose the sometimes brutal difficulties they faced in both worlds. As transracial, transnational and transethnic adoptions become increasingly common, a dialogue of outcomes and issues needs to be initiated. That is the purpose of the presentation. | Susan Devan Harness received her Master’s Degree from Colorado State University in Cultural Anthropology. Her book, Mixing Cultural Identities Through Transracial Adoption: Outcomes of the Indian Adoption Project (1958-1967), was recently released by Edwin Mellen Press. She continues her research of the issues and outcome of American Indian transracial adoption as an independent scholar. Ms. Harness currently works as a Field Director for the Tri-Ethnic Center for Prevention Research collecting data on substance use attitudes and trends of American Indian adolescents. |
| Economic Diversity: Pell Grant Recipients at CSU | 9/23/2009 | 8:30:00 AM | 9:30:00 AM | Room 224-226 | Financial aid is designed to allow academically qualified individuals access to higher education, regardless of their socio-economic background. However, multiple national statistics show that students from low income households enroll and complete college at much lower rates than young adults from middle and upper socio-economic backgrounds. Federal Pell grant eligibility and the proportion of students receiving Pell grants is often used as a proxy by universities and policy researchers to measure how well low income students are able to access higher education. As a land grant university, CSU’s mission and strategic plan emphasize the importance of serving undergraduates who are low income, with the specific goal of increasing the proportion of undergraduates who are Pell grant eligible. To attain these goals, the University has developed and financially committed to specific programs targeted at resident Pell grant recipients and students from economically disadvantaged Colorado high schools This presentation will begin with a discussion of national trends regarding the effectiveness of financial aid as an economic equalizer for low income students to be able to attain post-secondary degrees. Then a closer look at institutional level data will demonstrate how CSU plans on meeting its goals of academic access and success for low income students. |
Heather Novak works at Student Financial Services as the Statistical Assessment Coordinator. Originally from Las Vegas Nevada, she has lived in Fort Collins for over 10 years. As CSU alumni (02 BA, 05 MA) she finds working at the university in a position that allows her to research financial aid and economic diversity both challenging and exciting. Heather is pursuing a PhD in Research Methodology from the School of Education and intends to complete a dissertation considering the issue of economic access to undergraduate education in the United States. |
| Listening to Students’ Experiences to Create Safe Learning Spaces | 9/23/2009 | 9:00:00 AM | 10:30:00 AM | Room 203-205 | Students at CSU participate in a diverse array of learning opportunities both in and out of the classroom. As faculty and staff at CSU, our role is to facilitate opportunities in an environment that is physically, emotionally, and mentally safe for all to learn. A recent study involving CSU students provides insight into the kinds of things that make a space safe for students with multiple marginalized identities. We can learn from students’ experiences – both positive and negative – about how to create a safe and welcoming environment for all to learn. | Chris Linder is the Director of the Office of Woman’s Programs and Studies and a PhD student at the University of Northern Colorado in the Higher Education and Students Affairs Leadership Program. Chris earned her MA in Higher Education Administration and a BS in Business Administration from the University of Nebraska-Lincoln. Bobby Kuntsman is an Assistant Director of Co-Curricular Leadership in the Student Leadership, Involvement and Community Engagement Office. He works with various leadership programs and student organizations. Prior to his arrival at CSU, he was an Area Hall Director at North Central College where he earned a Master in Leadership studies and a is a graduate of the Environmental Studies program at Florida State University. |
| Regional and National Hate Groups | 9/23/2009 | 10:00:00 AM | 11:00:00 AM | Room 224-226 | This will be a general overview of the hate groups in this region using examples from the internet, actual writings and materials from such groups. Demographics of members and active locations will be explored. | The winner of the adult category is Hal Mansfield, founder and Director of the Religious Movement Resource Center. Hal was nominated by his wife, Linda Benefiel. He has dedicated 30 years of his life to combating hate groups and destructive organizations, and educating thousands of people about cults. Hal offers wise counsel and compassionate support to those involved in hate groups and their families. He continues to gather data about cultic impacts and has investigated excessive social and behavioral influence in non-mainstream religious groups, hate groups, sales organizations, and other groups since 1978. Just last year, he handled 756 calls and consultations and his website received over 4,000 hits. He is an experienced speaker and freely donates his time and expertise to educate university groups, church groups, and law enforcement officials. He single-handedly organized the successful 1998 Rocky Mountain State Conference on Cults, Gangs, and Hate Groups. In addition, he is a committed volunteer with reFOCUS, a support and referral network for former members of cults and ICSA (International Cultic Studies Association). The noteworthy nominees in the adult category were Sarah Buffington, Ginny DeHerdt and Diane Watkins. |
| Living Room Dialogues and Interfaith Diversity in Local Communities | 9/23/2009 | 10:30:00 AM | 12:00:00 PM | Room 213-215 | Not uncommonly, newcomers as well as longtime residents of Fort Collins point to the city’s homogeneity as a drawback. However, many engaged community volunteers could claim otherwise. This workshop is designed to explore the foundation of the myth of homogeneity and explore how all of us can participate in the emergence of the “hidden” diversity across our communities and celebrate it more fully. Over the past half dozen years I have helped organize and convene Abrahamic interfaith initiatives and broader multi-faith initiatives in the Northern Colorado region and elsewhere, using the strategy of Living Room Dialogue. The Living Room Dialogue has been around for decades under many different names. For example, the Network for Peace through Dialogue (formerly Center of International Learning) was begun in 1985 by sociologists, theologians, and educators from Germany, the Philippines and the United States united by their world-view and wanting to participate in transformative change. The success of LRD was popularized by Len and Libby Traubman, conveners of one of the first Jewish-Palestinian Living Room Dialogues in 1992. My workshop will demonstrate how diverse (even conflicting) faith communities, engaged in active, often difficult, conversations, can provide important insights into the challenges and rewards of advocating for cultures of peace worldwide. | Dr. Tivona recently received her doctorate through CSU’s Interdisciplinary program, combining peace education with critical issues in communication studies and political science. Her dissertation – Globalization of Compassion: Women in the Foreground of Cultures of Peace – investigated the media’s complicity in propagating cultures of conflict and violence and precluding clearer understanding of the full spectrum of human performance across the globe. Elissa is a popular speaker and diversity trainer throughout Colorado and has recently returned from the “holy land” where she had to test “theory” with a team of Israeli, Palestinian and international activists together walking the Green Line (former 1967 border, acknowledged widely as a basis for negotiating two states for two people in this war-ravaged region). |
| Understanding the Impact of Eco-Privilege | 9/23/2009 | 11:00:00 AM | 12:00:00 PM | Room 220-222 | Eco-Apocalypse, Eco-Apartheid, or Eco-Equity; our future lies within one of these three concepts. This workshop will examine the idea of privilege and its role in the environmental sustainability movement (the green movement). This workshop focuses on the growing development of the green economy, from conservation to lifestyles and accessibility. Although we may see the green movement growing in our own community, we do not see the impact that it has on other communities. Currently, the green movement is a movement for the privileged in our society having a negative impact on individuals of lower socio-economic status. Environmental sustainability is on the forefront of our minds, but we neglect the impact of race, ethnicity, and power on the movement. We will explore the idea of the eco‐privilege that we have and how we can reach out of our green bubble and expand to other communities before reach a point of no‐return. Our path to Eco-Equity will begin with the exploration of five steps. We will explore the bridging of the environmental and social justice movements, teaching anti-oppression with sustainability, the importance of green jobs, designing model cities, and how politics is an important part of the solution. |
Bobby Kunstman: Bobby is an Assistant Director of Co-Curricular Leadership in the Student Leadership, Involvement and Community Engagement Office. He works with various leadership programs and student organizations. Prior to his arrival at CSU, he was an Area Hall Director at North Central College where he earned a Master In Leadership Studies and a graduate of the Environmental Studies program at Florida State University. Joslyn McGriff: Joslyn McGriff is a Residence Director at Colorado State University. Joslyn holds a Bachelors Degree in Sociology and African American Studies from the University of Wyoming University and a Masters in Student Affairs in Higher Education from Colorado State University. Prior to working at CSU she was the Greek Life Area Coordinator at the University of New Mexico. |
| What Works: Recruiting Minority Graduate Students | 9/23/2009 | 1:00:00 PM | 2:30:00 PM | Room 224-226 | The number of domestic minority students (African American, American Indian, Alaskan Native Asian American, Hispanic) who graduate with masters and doctoral degrees is unacceptably low, as are the recruitment and retention rates of these students who actually make it into graduate programs. Such small numbers have a variety of negative effects on issues that range from the US economy and the conceptualization of graduate degrees to educational outcomes that minority students consider as realistic options. In order to increase the number of minority students who seek graduate degrees, particularly PhDs, major changes must be made in the way students are recruited, retained and mentored through their graduate experience. The purpose of this panel discussion addresses the first step in the process of growing the number of minority students who graduate with a PhD, successful recruitment strategies. The objectives of the panel discussion are as follows: Identify key factors that support successful recruitment strategies. Present specific recruitment initiatives that have proven successful, from individual faculty efforts to organized unit programs. Provide an opportunity for the audience to ask questions. |
Dr. Jodie Hanzlik, Associate Vice Provost for Graduate Affairs provides the leadership for the Graduate Center for Diversity and Access (GCDA). The GCDA’s mission is to support recruitment and retention opportunities for all students with an emphasis on domestic minority students through a range of activities. Due to the effectiveness of all of the GCDA programs, it appears that minority graduate student enrollment and retention numbers have demonstrated accelerated growth patterns. Prior to Dr. Hanzlik’s tenure in the Graduate School, she was a faculty member and head of CSU’s Occupational Therapy Department for a total of 21 years. |
| Intersecting Identities: I'm My Own Theory/The Many Dimensions of Me? | 9/23/2009 | 1:00:00 PM | 2:30:00 PM | Room 203-205 | This session on Intersecting Identities will challenge attendees to reflect on the numerous identities we carry with us day to day. We will begin with an activity that explores hidden identities and the most salient aspects of our self-conceptualization. The activity is done in silence and allows participants to self-identify feelings around their social classification in terms of race, gender, age, class, sexual orientation, and education level, etc. A discussion debriefing the provocative nature of the activity will ease participants into considering aspects of their identities that are 1) internalized or more salient to themselves and 2) externalized by societal and/or intrapersonal interactions. This activity provides a platform for discussion of Susan Jones and Marylu McEwen’s Model of Multiple Dimensions of Identity. Facilitators will give a presentation, analysis and reflection of the core and contextual identities included in this model. The presentation will close with a group dialogue around intersecting identity development that will provide participants with a better understanding of contextual influences and perceptions of self. Faculty, administrators, and students will benefit from a deeper perspective on how multiple dimensions of identity affect learning in and outside of the classroom. | Jody Donovan currently serves as the Associate Dean of Students/Executive Director of Parent & Family Programs. As part of the Student Affairs in Higher Education (SAHE) faculty, Jody co-teaches Student Development Theory each fall. Katharine Wormus is a second year SAHE graduate student. Kate currently works in Apartment Life as Manager of University Village. Kinsey Holloway is also a second year SAHE graduate student. Kinsey works in Apartment Life as Manager of Aggie Village. |
| What is Diversity? When is it Good? | 9/23/2009 | 1:30:00 PM | 2:30:00 PM | Room 214-216 | As a positive social value, diversity caught on in the aftermath of the civil rights struggles of the 50s, 60s and beyond. So we tend to define diversity in terms of the groups who fought for their rights in these struggles: African-Americans; other racial and ethnic minorities; women; homosexuals. But there is more to diversity than this. In his great essay “On Liberty,” John Stuart Mill emphasized new and different ways of thinking and living as the keys to promoting diversity. For Mill, diversity depended not on having lots of ethnic and racial groups present in a society, but on individuals being creative enough to think their own thoughts and brave enough to live their own lives. Arguably this is the deepest, most important kind of diversity and the kind that contemporary liberal democracies, with their strong commitment to the value of every individual, should promote. Not all kinds of diversity are good, however; as the saying goes: “increased perversity is not desirable diversity.” The talk concludes by considering several controversial examples of diversity and asks: how should we balance diversity against the other fundamental values and commitments of liberal democracies, when they come into conflict? | Philip Cafaro is associate professor of philosophy at Colorado State University in Fort Collins, Colorado, USA. A former ranger with the U.S. National Park Service, his main interests are environmental ethics, ethical theory, and wild lands preservation. He is the author of Thoreau's Living Ethics: Walden and the Pursuit of Virtue (University of Georgia Press, 2004) and co-editor of the anthology Environmental Virtue Ethics (Rowman and Littlefield, 2005). He has published articles in Environmental Ethics, the Journal of Social Philosophy, Philosophy Today and BioScience, and in the Encyclopedia of Biodiversity and the Encyclopedia of World Environmental History. |
| University Dialogue: Challenges and Opportunities for Promoting Productive Conversations | 9/23/2009 | 2:30:00 PM | 4:00:00 PM | North Ballroom | Talking about diversity and developing new relationships begins by sharing and listening to all of our unique experiences as individuals. Come together and share your stories of times when you have faced both road blocks to talking about diversity issues, in addition to hearing your positive experiences of breakthroughs when change was realized. A key part of our task for the first day of dialogues is to collect information through keypad voting technology on what important things need to be discussed during the second day of dialogues as we work towards actions and next-steps. | Center for Public Deliberation |
| Title | Date | Start Time | End Time | Location | Session Description | Presenter Bio |
|---|---|---|---|---|---|---|
| Doing our Own Work: Understanding Power and Privilege as a Faculty/Staff Member at CSU | 9/24/2009 | 8:30:00 AM | 10:30:00 AM | Room 203-205 | As faculty and staff, we are often engaged in challenging students to understand power, privilege, and oppression and to become critical thinkers around issues of diversity. When was the last time we took a step back and did some of this work for ourselves? We know that understanding the dynamics of oppression is an on-going process and our experiences change over time and in various contexts. This interactive session is designed for faculty and staff members who have been previously engaged in social justice work and who want to spend some time doing some personal and critical reflection. Join us, prepared to be an active, engaged participant around your own identities. | Carmen Rivera is the Associate Director for the Center for Educational Access & Outreach, Upward Bound at Colorado State University. Chris Linder is the Director of the Office of Women’s Programs and Studies and a PhD student at the University of Northern Colorado. |
| The UW Dream Project: An Innovative Model for Outreach, Service Learning, and College Student Retention | 9/24/2009 | 8:30:00 AM | 9:30:00 AM | Room 214-216 | The UW Dream Project is a student-created initiative that combines service learning, outreach and advocacy to address issues of opportunity and access in college admission and success. Student leaders will discuss the philosophy of the Dream Project, how the Dream Project operates, the programs successes, and how universities can create a similar program on their own campuses. Founded entirely by University of Washington undergraduates in 2005, the UW Dream Project is a student-run high school outreach program that partners current UW students with first-generation and low-income students in Seattle area high schools to holistically assist then in the college admissions process. During the 2008 fall semester, similar programmatic interests were sparked within students at CSU. Reach Out, CSU is currently working in partnership with these students to make the Dream Project a reality at CSU. As profiled in the Chronicle of Higher Education in December 2007, the UW Dream Project is a great model for college student retention and student-lead advocacy efforts that can be adapted for many other colleges around the country. For more information, please visit www.dreamproject.washington.edu. |
Samson Lim has been an active member of the Washington Dream Project since 2006 and is currently a member of the Steering Committee that oversees the day-to-day operations. Sam is currently pursuing a degree in International Studies. Jenee Myers Twitchell, student, Washington Dream Project Member. Michelle Wellman is the assistant director of Reach Out, CSU – a university pipeline program that advances learning opportunities of CSU students and Colorado’s historically underserved secondary students by providing a platform for educational outreach. Andrea Bloomquist is a Program Aide for residence Life at CSU. Through her career path, she is dedicated to addressing the individual systematic barriers that prevent low-income, first-generation, and minority students from achieving their educational goals. |
| Unearthing Biases: Art and Environmental Action in Post-Katrina New Orleans and Mel Chin’s FUNdred Project | 9/24/2009 | 9:30:00 AM | 10:30:00 AM | Room 224-226 | Visionary artist Mel Chin was summoned to New Orleans in the aftermath of Hurricane Katrina. Known for his landmark interdisciplinary environmental art projects, Chin was asked to offer creative strategies for addressing the environmental and human devastation. Chin was initially overcome by the scope of the disaster but returned later on to continue his research. Hurricane Katrina is now widely understood to have impacted a disadvantaged and marginalized population. Chin’s research unearthed a deeper problem, one that pre-dated the hurricane – toxic levels of lead in the soil and that also impacted the most poverty stricken populations of the city. Chin’s innovative project Paydirt/FUNdred, is a nationwide collaborative endeavor, focused on lead contamination in New Orleans and environmentally responsible re-building of the city in the wake of Katrina. The project unearths both a hidden environmental scourge and the hidden effects of environmental racism. This presentation will introduce Chin’s project, place it within the context of his body of work, and allow session attendees to participate in the FUNdred project. | Linny Frickman, Director, University Art Museum; Jean Lehmann, Associate Dean, College of Applied Human Sciences |
| Media Use and University Adjustment of Chinese Students | 9/24/2009 | 10:30:00 AM | 11:30:00 AM | Room 220-222 | This study examined the relationships among motives for English-language media use, the time and attention spent on English-language media use, and university adjustment of Chinese students in America. The focus of the study was to determine (1) What do Chinese students use English-language media for? (2) Is there a relationship between motives for English-language media use and the time and the attention spent on English-language media use of Chinese students? (3) Is there a relationship between English-language media use and university adjustment of Chinese students? (4) Is there a relationship between motives for English-language media use and university adjustment of Chinese students? (5) Is there a relationship between Chinese-language media use and university adjustment of Chinese students? Significant positive relationships were found between students’ levels of attention to English-language television and several motives. However, what students use English-language Internet for is positively related not only to their levels of attention to the Internet, but also to the amount of time they spend on the Internet. Those who pay more attention to English-language media have better social and university adjustment. The attention to Chinese-language websites does not affect university adjustment, but the amount of time spent on Chinese-language websites negatively affects academic adjustment. The findings of the research lent to understanding of how international students use media and how that use affects their university adjustment. |
Jessica Gu came to Fort Collins for her master studying at Journalism and Technical Communication Department at Colorado State University in 2006 and focused her research on the media use of Asian students and their university adjustment. She is originally from China, where she worked as a public relations practitioner for six years after graduating from East China University of Science and Technology in 1998. In 2001, Jessica established her own public relations company in Shanghai, China. She is currently the Interim Assistant Director for Asian/Pacific American Student Services at CSU. |
| MeDLi Online: A Collaborative Environment for Thinking, Learning and Talking about Media and Diversity | 9/24/2009 | 10:30:00 AM | 12:00:00 PM | Room 213-215 | One of the most powerful ways we learn about and respond to notions of our identity is through the media. Movies, television, magazines, and websites show people like us – and different from us – in a variety of ways: some are empowering and illuminating, some are not. Instructors, staff, students, campus organizations, and community groups seeking to foster understanding and open dialog about identity often turn to the media for examples, starting points, and evidence about the challenges and successes faced by different groups. This presentation introduces MeDLi, an online collaborative space that encourages the exchange of ideas, resources, and conversation around media and diversity in a truly 21st century way. A multi-media presentation including videos, images, and music will demonstrate features of MeDLi, including its library of resources and its social networking tools such as live chat and user-generated content. Two examples of images in the media will be presented to the audience to open a discussion about the implications of those portrayals on how we think, learn, and talk about diversity. Designed, developed, and published by ten CSU undergraduates under the guidance of faculty, MeDLi is a space where we all can start learning, thinking, and talking about diversity. |
Rosa Mikeal Martey is an assistant professor in CSU’s Department of Journalism & Communication, and affiliate faculty in the Women’s Studies department. Her work focuses on the intersection between digital communication and identity. Recent work includes studies of how identity and norms influence us in online collaborative and interactive spaces. One current project examines perceptions and conversations around ethnic, sexual, and gender identity in online games. Martey also spent several years in the advertising industry, where she focused on understanding and communicating with consumers through research and strategic planning. She also currently designs and develops websites and other communication media for academic and non-profit institutions. Student presenters: Leslie Groves is an undergraduate JTC major in the honors track whose studies focus on independent media, computer-mediated communication, and outreach and activism, Carol Noon is an undergraduate JTC major with a minor in ethnic studies who served for several years as a dorm RA. Leslie Stinson graduated from the JTC department in spring 2009. Her studies included interactive computer programming and computer-mediated communication. |
| University Performance Data for Diversity in 2008-2009, CSU Research Findings for Student Success, Student Perceptions, and Program Evaluation Information | 9/24/2009 | 12:00:00 PM | 1:30:00 PM | Room 214-216 | This presentation shares the past year’s diversity performance findings for the areas of student success, student perceptions, and program evaluation. During a typical academic year, the University gathers diversity-related data from three main sources. They include: 1) Success findings using institutional research, such as retention or graduation rates; 2) Student perception findings using a wide variety of survey information, such as the 2009 CSU Campus Climate Survey, the national freshman Cooperative Institutional Research Program (CIRP), and local program level surveys (e.g., advocacy offices); and 3) Information from annual program planning documents and recent program reviews. The University is attempting to provide more visibility of and access to these data as an accountability feature showing external audiences CSU’s performance on diversity. Features of this site will be demonstrated. Presenters will engage participants for feedback on ideas for future diversity data generation and access. |
Paul Thayer is the Associate Vice President for Student Affairs and Special Advisor to the Provost for Retention. David McKelfresh is on a joint-appointment as the Executive Director of Assessment and Research for the Division of Student Affairs, and the Program Chair for the Student Affairs in Higher Education Graduate Program. Kim Bender is the Director of Assessment (Office of the Provost) and works with the University’s continuous improvement processes. |
| Linguistic diversity and the heritage Spanish speaker: CSU-Community Partnerships | 9/24/2009 | 12:30:00 PM | 1:30:00 PM | Room 203-205 | Valuing diversity and ensuring that individuals in diverse groups attain their full potential requires that we “talk about diversity;” but most importantly, and since diversity is often marked by, and is sometimes housed in, linguistic differences, that we recognize the need of “talking diversely”. Our proposal deals with two related projects designed to strengthen the linguistic heritage of the CSU Hispanic student population and that of the local Hispanic community: 1) a series of Spanish courses designed to enhance the ethnic and cultural identity of heritage Spanish language learners and to promote and advocate for the maintenance and linguistic vitality of the heritage language in the local Hispanic community; 2) Rincón de Cuentos, a community-based, multi-generational literature appreciation project that seeks to promote the pleasure of reading children’s literature using books written in Spanish. This project involves CSU faculty and students, the public library, the CORE center and other community organizations. Both projects address the uneasiness of “talking diversely” in the midst of the uncomfortable political dynamics that surround the history of language maintenance and loss for ethnic groups within the dominant society. The presentation will involve CSU students and faculty, and community members who have participated in both projects. |
Dr. Maura Velázquez-Castillo, at CSU since 1998, is an Associate Professor in the Department of Foreign Languages. She has a B.A. in Languages and Literatures, Universidad Nacional de Asunción, Paraguay; a M.A. in Linguistics, University of Kansas; and a Ph.D. in Linguistics, University of California, San Diego. She has supervised her department’s basic language program, teaches Spanish language and linguistics, and is a faculty member of the Joint M.A. with the English Department. Her research centers on Spanish and Guarani linguistics, the contact and interference between these two languages, as well as second language pedagogy. She has published several articles in these areas. Her book, The Grammar of Possession, was published by John Benjamins in 1996. |
| Diversity Through Service-Learning: CSU Students Sharing World Cultures with Children | 9/24/2009 | 1:30:00 PM | 2:30:00 PM | Room 224-226 | What does “diversity” mean in the foreign language classroom? Presentations of different countries? Of different belief systems? Of historic monuments? Of foods? All these are a great way for teachers to share cultural diversity with their students; however, these skills are often more receptive and passive. Encouraging students to be active learners has been shown to have positive outcomes on the acquisition of second languages. Service-learning gives the opportunity to become, not only active learners, but also messengers of diversity. Indeed, being involved in the community puts the individuals in the center of the action, from the learning to the teaching aspects of cultural diversity. Service-learning is defined as “a pedagogy and an activity in which students perform a community service as part of their academic coursework” (Gascoigne, 2001). This talk will present how service-learning can help students acquire a deeper understanding and knowledge of diversity, while sharing it with others in the community, in particularly with children. The French service-learning program at CSU is organized around a group of college students who teach the French language and the Francophone cultures to children in local preschools and elementary schools. Testimonials from students and ideas for implementation will complete this presentation. |
Dr. Frédérique Grim is an Assistant Professor of French in the Department of Foreign Languages and Literatures. She is particularly involved with Foreign Language GTA and pre-service teacher training. Her research interests focus on 1) the integration of grammar within cultural content, 2) the study of teachers’ linguistic choice in the classroom and 3) the impact of service-learning on learners of French. |
| Creating Success for Students of Color with Disabilities in Higher Education | 9/24/2009 | 1:30:00 PM | 2:30:00 PM | Room 220-222 | The passage of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 has established mandates for universities and colleges to provide accommodations and access for students with disabilities. At the same time, higher education has focused on students of color to ensure their success. But what about the students of color with disabilities? Combining cultural issues with disability needs may create tension in the support system for a student of color who is also disabled. This workshop will present some of the challenges facing this student population and some key strategies to support the retention of students of color with disabilities in higher education. | Rosemary Kreston has served as the director of Resources for Disabled Students at Colorado State University for the past 29 years. In addition, she teaches a course related to the disability experience. She has a Bachelor’s degree in Psychology from Wayne State University and a Master’s degree in Rehabilitation Counseling from the University of Northern Colorado. She is currently pursuing her Ph.D. in Sociology and hopes to contribute to the field of Disability Studies. Her primary interests are in examining the intersection of higher education and disability as well as the intersection of diversity and disability. S. Mikiko Kumasaka, currently serves as the Director of the Office of Asian/Pacific American Student Services at Colorado State University, a position she has held since 2003. Ms. Kumasaka earned her Bachelor of Arts Degree from San Diego State University in Liberal Arts and a Master of Divinity in Theology from Fuller Theological Seminary. She has worked with college students for over ten years focused on student development and support services. Due to her multicultural background, her passion has been to educate herself and others about the unique histories, experiences, and contributions provided by diverse individuals in the United States. |
| Designing Training in Higher Education Research Settings that is Culturally Competent | 9/24/2009 | 1:30:00 PM | 2:30:00 PM | Room 213-215 | Colorado State University is gearing up to teach about research and scholarly integrity, as a campus-wide initiative, to undergraduate and graduate students as well as postdoctoral fellows. Topics include authorship rights and responsibilities, data fabrication or falsification, plagiarism, mentor and training, protection of human and animal subjects for research, data handling and manipulation, collaborations and interdisciplinary work, and intellectual property rights. To some, this instills fear that the institution will now be teaching “morality,” a term some use synonymously with “integrity.” It is important we develop training so that it is inclusive of the many identities our campus community members possess including age, gender, disability, religion, and many others. How do we define research and scholarly integrity on this campus, and how do we teach it in a culturally-competent manner? The purpose of this workshop is to demonstrate how we can develop training materials that are relevant and inclusive of different cultures on campus. We will discuss specific areas of training, resources for ensuring inclusive research teaching and practices, and use active-learning methods to demonstrate how the topics can be facilitated in a culturally-competent manner. | Molly Gutilla currently works in the Research Integrity & Compliance Review Office at CSU. Molly has worked in laboratories utilizing both human and animal research subjects, as well as earned BS and MS degrees in physiology from Ohio State University. Chris Linder is the Director of the Office of Women’s Programs and Studies and a PhD student at the University of Northern Colorado in the Higher Education and Student Affairs Leadership program. Chris earned her MA in Higher Education Administration and a BS in Business Administration from the University of Nebraska-Lincoln. |
| University Dialogue: Working Together to Improve Conversations at CSU | 9/24/2009 | 2:30:00 PM | 4:00:00 PM | North Ballroom | Based on our discussions in the first day of dialogues, we will be considering some of the following questions: If we were to envision an ideal community of rich diversity here at Colorado State University, what would it look like, what would it feel like? What would it be like? These are the questions that will help us to gather the wisdom in the room through small group discussions. Come and be a part of shaping the future that we want to realize, together as fellow community members with an investment in one another. | Center for Public Deliberation |