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The protests currently sweeping the nation and the responses they have generated affect us and the work that we do. If you are struggling with your role, personally and professionally, please check out these resources for staff, faculty and students. The workshops can provide you with information, guidance and a space in which to ask questions and be heard on some very personal and contentious topics. Workshop topics include:
Supervisors are encouraged to engage their teams in these discussions. Sign up for a personal consultation or group workshop.
We all come from diverse backgrounds and perspectives, yet we are united in a common purpose to provide a safe, supportive environment for all members of our university community. Each of these workshops are available to all members of the campus community.
Growing in cultural competency takes education, time and practice. Recognizing the importance of cultural competence dates from the 1980s and has been more recently emphasized as the key to work effectively with people who define problems differently (Matlin, et. al., 2019).
This session serves as a primer to diversity and inclusion concepts. The presentation includes basic definitions of important terminology, an overview of inclusion-related concepts, and case study practice. Whether it’s continuing students’ identity development or following training exercises that help strengthen our campus community, this workshop will help participants both navigate relationship-building with peers from different backgrounds and use resources in the S&T community for further support.
Recommended length: 45 minutes
Matlin, S.A.; Yam, V.W.W.; Mehta, G.; Krief, A.; and Hopf, H. (2019) The Need for Cultural Competence in Science: A Practical Approach to Enhancing Equality, Diversity, and inclusion. Wiley, Angew Chem Int Ed Engl., 58(10), 2912-2913.
Individuals from underrepresented backgrounds face the challenges of isolation, psychological distress, and confronting cultural expectations on a daily basis (Clark, 2019). When members of these identity groups lack a supportive social network or community, both persistence and retention rates drop.
Students, faculty and staff members at S&T are invited to engage in meaningful dialogue centered on the importance of allyship. Participants will not only better understand allyship as a concept, but also learn how to apply this in their lived experiences. Through this workshop, SDI aims to help all members of our community grow towards an intercultural mindset and express these values with others confidently.
Length: minimum 30 minutes. It can be extended to 45 minutes by including scenarios or case studies.
Clark, B.Z. (2019) Enhancing Racial Allyship at a Predominately White Institution. University of San Diego: Higher Educational Leadership.
Research continues to demonstrate that LGBTQ+ students in STEM fields exhibit lower rates of persistence and retention. As many as 7-10% fewer sexual minority students are retained in STEM fields than their heterosexual peers after four years in college (Hughes, 2018).
In addition to fostering a greater sense of belonging for our LGBTQ+ students, this workshop aims to build valuable bridges between students in this community and their allies. SDI firmly believes that building community benefits everyone and we look forward to working with your group towards a supportive and interdependent campus community.
This presentation includes self-reflective activities, exploration of terminology, tools for supporting the LGBTQ+ community while creating a more inclusive environment, and resources on and off campus for the LGBTQ+ community and their allies.
Length: minimum 2 hours.
Hughes, B.E. (2018). Coming out in STEM: Factors affecting retention of sexual minority STEM students. Science Advances, 4(6).