Over the course of CDE 2016, there will be five concurrent sessions each highlighting at least three sessions. Below is a listing of the selected programs for CDE 2016, please click on each to review the program abstract.
This interactive discussion invites practitioners to discuss the value, challenges and successes of developing a campus climate and strategic plan that includes an intersectional approach to diversity and inclusion work on campus.
Moving our campus community forward one Difficult Dialogue at a time. Difficult Dialogues is a safe space and discussion series that tackles critical issues around diversity and inclusion during weeks 2‐9 of each quarter. The presenter will address how the program has been successful, offer strategies for program evaluation, and suggest ways to sustain campus dialogues about diversity, inclusion, and justice.
A condition of the possibility of Jesuit colleges and universities moving from “strong words to courageous actions” includes acknowledging the moral, spiritual, and practical binds we are in as Pre‐dominantly White Institutions (PWI). This panel discusses how Jesuit institutions need to develop a way of proceeding that is rooted both in Jesuit values and racial equity practices.
This session will give participants the opportunity to engage in a workshop about various identities we hold, how they intersect, and takeaways to recreate a similar workshop at their own institutions. Utilizing the “Conceptual Model of Multiple Dimensions of Identity” as a framework, participants will think critically and reflect upon how the intersections and multiple dimensions of their identities manifest in their lives as being important to them, as being safe and comfortable, which identities have they felt discrimination in, and in which identities do they have power and privilege.
This session will highlight the strategic partnership the Office for Institutional Diversity and Mission and Ministry established as part of Boston College’s continued efforts to advance diversity and inclusion among faculty and staff. More specifically, the presenter will share how a redesigned, program, “Diversity and the Ignatian Tradition” has enhanced dialogue about diversity, inclusion and the Ignatian tradition at the University. Additionally, this session will highlight the unattended outcomes as a result of this partnership and program.
The commitment of being “women and men for others” is a shared value on our campuses. Students often seek to fulfill this commitment by engaging in off‐campus activities and serving local marginalized communities. Yet, members of such communities are also members of our campus community. How do we catalyze on students' commitments to justice to support those on our campuses? This session describes how a community‐based learning (CBL) course project to learn and assist immigrants through the naturalization process made its way to the Georgetown campus and institutionalized as an employee benefit.
In this presentation and panel discussion, staff from the LEAD Scholars Program, which supports first‐generation college students at Santa Clara University, share how they increased access to high impact practices such as study abroad, community‐based learning, undergraduate research and internships, through curricular, programmatic and funding initiatives. Further a panel of LEAD Scholars discuss how they benefited from high impact practices, including the ways in which these experiences helped them explore how they could use their education to advance social justice in underserved communities like their own. Lastly, presenters and participants explore how all of us can work to expand access to high impact practices on our campuses.
This presentation will discuss students of color mental health issues and the development of a community‐based counseling program to address their mental health needs within a predominant white university. It will focus on the challenges of developing a program that integrates mental health services into a department other than the Counseling Center, the benefits and limitations in its present state, and future implications for practice and growth. The presentation will be primarily lecture‐oriented, with some powerpoint slides of the facilities and student programs, with time for questions and discussion.
What would St. Ignatius say? Who is keeping our leaders accountable? Why is it that all 28 institutions that offer a Jesuit Education are so unique in their interpretation of what a Jesuit Education is? Why do we preach faith and justice, interreligious understanding, and care for the whole person if we are not ready to engage our students in responsible dialogue? These are questions that underrepresented Hoyas face on a daily basis. Join the Office of Residential Living at Georgetown University in a reflective conversation about supporting our resilient underrepresented communities while sharing how we best meet students where they are.
The session will highlight one of Loyola University Maryland’s retention programs targeted towards underrepresented first year students. Focus areas include the summer and fall components of the program, ongoing monitoring of participants’ academic and social integration, acclimation to Loyola and Baltimore community, as well as the development of students’ leadership and professional skills. Session attendees can expect to engage in dialogue about similar programs and strategies that help recruit and retain at‐risk students at PWI’s; particularly Jesuit institutions. ISP participants will also share their experiences and the benefits of participating in the program.
The focus of this workshop is to discuss and create strategies around the barriers faced by ethnically diverse victims of intimate partner violence (IPV) on college campuses. The workshop aims to provide professionals with 2‐3 strategies to encourage culturally competent resources that provide support and healing. This workshop will serve professionals seeking to promote wellness and to empower diverse student populations affected by intimate partner violence on their campuses (IPV).
Diversity officers from the University of San Francisco discuss the ways in which their work is affected by the racial and gendered campus dynamics within which they operate, particularly when it comes to allyship and collaboration. By situating their occupations sociohistorically, they suggest that their work presents both unique challenges, due to the traditionally white male composition of institutes of higher education, and also creates unique opportunities to challenge this seemingly persistent structure from within. They offer an example of a program that they believe demonstrates truly transformative allyship in action that took place at the University of San Francisco in 2015.
Between 1882 and 1968 over Four Thousand Six Hundred people were lynched. The victims were of all ages, race and genders. Since researching lynching in America, Renee Billingslea has been haunted by several aspects of this part of American history and lynchings use to perpetuate racial superiority and gender hierarchy amongst whites. Billingslea will present her art work created for the pedagogical installation, The Fabric or Race: Racial Violence and Lynching in America and discuss the importance of using of the visual art to address issue of race and injustice.
Georgetown University’s Working Group on Slavery Memory and Reconciliation has been charged to interpret the historical ties between certain sites on our campus, and make recommendations to assist our community in a fuller understanding of our history and contemporary aspects of race and culture at Georgetown University. This presentation will highlight what the working group has learned regarding our history and the Jesuit connection to slavery, as well as share steps we have taken to move forward towards justice and truth. We believe this is a presentation that will benefit conference attendees, because as Jesuit colleges and universities, this is our shared history.
In 2015 Georgetown University's intergroup dialogue program, A Different Dialogue, partnered with faculty for the first time in the 6 years of the program's existence to create a credit bearing intergroup dialogue experience. This presentation will walk participants through the foundations of intergroup dialogue, the history of Georgetown's intergroup dialogue initiative, and the process of transforming the co‐curricular program to one deemed worthy of academic credit, while maintaining the saliency of Ignatian pedagogy and Jesuit values. This program will conclude with time allotted to attendees in which they will assess their progress in creating and developing an intergroup dialogue initiative at their institutions.
The Fall semester of 2015 has witnessed a resurgence of Black activism at America’s colleges and universities throughout the land. Students’ protests were sparked by escalating hostile racial climate on various campuses as well as deteriorating social and economic conditions heavily hitting Black and Latino communities in major cities and rural communities. At Georgetown University, our students held a rally in solidarity with students at the University of Missouri and other campuses, and in recognition of deteriorating social and economic conditions throughout our society. This presentation will highlight our University’s response and provide a forum for attendees to share their experiences and their unique institutional responses.