DIBP Workshop Registration Form
Registration for the Diversity & Inclusion Badge Program workshops is now closed. If you would like to register for DIBP workshops or change your existing registration, please send an email with the corresponding registration codes to dibp@etal.uri.edu
Diversity & Inclusion Badge Program
Workshop Schedule - Fall 2019 (Ordered by Title)
1. All the World's a Classroom: Performing as Teachers and Learners
Facilitators: Anna Santucci & Rachel Walshe
Workshop Description: The craft of theatre offers tools and techniques that can help increase educators' empathy and intercultural competence. In this session, participants will practice: 1) presenting their authentic persona in the classroom so that students can relate to them and invest in a genuine relationship with them; 2) validating all students' ideas and perspectives by experimenting with the improvisational concept of “Yes, and”; 3) relaxation and rehearsal techniques that allow instructors to think on their feet with more agility when difficult conversations arise; 4) strategies to facilitate community building and sense of belonging in the classroom.
• 91915 - 10.28.19 1 PM-3 PM, University Library, Galanti Lounge (3rd Fl) (Kingston Campus)
• 91921 - 11.4.19 10 AM-12 PM, Gender and Sexuality Center, Multipurpose Room (Kingston Campus)
A note from the facilitators:
Participants are advised to wear comfortable clothing in which they feel at ease when moving around.
________________________
2. Awakening the Mind to Hidden Bias
Facilitator: Gerard J. Holder
Workshop Description: Scientists such as BF Skinner and Pavlov have long provided many renditions on how our unconscious thoughts control our behavior. Many of us are not aware of how our thoughts and assumptions, negative or positive, impact our daily decisions. No one is immune from bias, hidden or otherwise, but when they rear their ugly heads it allows well-meaning people to make catastrophic errors that adversely affect their organization and themselves. We will focus on discovering hidden bias, four levels of competence/awareness and how bias is developed.
• 91919 - 10.31.19 10 AM-12 PM, Higgins Welcome Center, Anchor Room (Kingston Campus)
A note from the facilitator:
Take the Implicit Association Test - Race IAT. (a) Go to https://implicit.harvard.edu/implicit/takeatest.html. (b) Scroll to the bottom of the page. (c) Click on, "I wish to proceed." (d) Click on the "Race IAT." (e) Read the instructions and take the Race IAT. (f) Read, print, and bring your results to the workshop.
________________________
3. Bystander Intervention: STAND Up to Sexual Violence
Facilitator: Keith Labelle
Workshop Description: The i-STAND Program has had unprecedented success working with first-year college students, athletic teams and coaches, fraternity members and area police, all groups that have traditionally, or perhaps stereotypically, been resistant to utilizing Bystander Intervention Theory to prevent domestic violence and sexual assault from ever taking place. Using an interactive, non-antagonistic, and humorous approach we will demonstrate and discuss how community members can evoke positive responses and solicit bystander involvement from members of your community. We will educate students what to look for, how to safely intervene and how to utilize Title IX policies to ensure a prompt response to ALL forms of sexual violence in order to prevent its recurrence and remedy its effect. In this workshop, participants will be engaged in an interactive program to learn about the dangers of sexual assault, dating violence, stalking, and date rape drugs. Audience members will be engaged in order to solicit a bystander approach to preventing these crimes.
• 91925 - 11.13.19 1 PM-3 PM, Coastal Institute Building, Small Conference Room (Bay Campus)
• 91927 - 11.18.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
4. Championing Social Justice: A Case Study of URI's Rhody Outpost
Facilitator: Safie Sagna
Workshop Description: Food insecurity is a real challenge on college campuses today – it’s estimated that roughly 40 percent of college students are affected by it in the United States. The Rhody Outpost food pantry was created to help address this issue at URI. It has helped hundreds of undergraduate and graduate students, but it started with a group of committed student affairs leaders who saw food insecurity as a pressing social justice issue for the campus. Using John Kotter's 8-Step Process for Accelerating Change as a framework, the purpose of this workshop is to use the Rhody Outpost as a case example of each step. Participants will be given opportunities to brainstorm how these steps can accelerate their own social justice projects.
• 91911 - 10.15.19 1 PM-3 PM, Coastal Institute Building, Small Conference Room (Bay Campus) CANCELLED
• 91922 - 11.5.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
5. Decolonizing STEM Education: Supporting Racially Minoritized Students
Facilitator: Joanna N. Ravello
According to Battiste (2016), “…education can be liberating, or it can domesticate and maintain domination. It can sustain colonization in neo-colonial ways or it can decolonize” (p. 175). The purpose of this workshop will be to explore the ways STEM education can replicate settler colonialism ideology; and in so doing, develop countermeasures that create conditions to support racially minoritized students. Special emphasis will be placed on STEM education at predominantly White institutions. The objectives for this workshop are to (a) define settler colonialism ideology, (b) describe how settler colonialism ideology replicates in STEM education; and (c) brainstorm ways to disrupt the negative consequences of settler colonialism ideology to offer greater support to racially minoritized students.
• 91924 - 11.8.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
A note from the facilitator:
Listen to Femmes of STEM podcast: Bonus episode: Decolonising science 101: https://www.femmesofstem.com/podcast/bonus-1?rq=decolonising%20
________________________
6. Disrupting Implicit Bias in the Classroom
Facilitator: Joanna N. Ravello
Workshop Description: Social psychology researchers have long argued that implicit bias influences our thoughts, feelings, and behaviors toward others, but most are unaware of the power of their influence. This is particularly concerning in college classrooms that are increasingly becoming more diverse. This workshop will help participants to understand the contours of implicit bias. The objectives for this workshop are to (a) describe the roots of bias, (b) differentiate between explicit and implicit bias, (c) define implicit bias, (d) identify common manifestations, (e) cite studies and reports on implicit bias in the workplace, (f) describe the Implicit Association Test (IAT) and what it really measures, and (g) brainstorm strategies for disrupting implicit bias in the classroom.
• 91907 - 10.4.19 10 AM-12 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
A note from the facilitator:
Take the Implicit Association Test - Race IAT. (a) Go to https://implicit.harvard.edu/implicit/takeatest.html. (b) Scroll to the bottom of the page. (c) Click on, "I wish to proceed." (d) Click on the "Race IAT." (e) Read the instructions and take the Race IAT. (f) Read, print, and bring your results to the workshop.
________________________
7. Fundamentals of Diversity: Social Identity, Power, and Privilege
Facilitator: Joanna N. Ravello
Workshop Description: People have long sorted and stratified themselves based on social identity. Still, many of us belong to multiple social identities that create complex lived experiences because of power and privilege. This workshop will help participants to deepen their understanding of their social identity and the ways power, and the privilege that it affords, shapes their daily lives. Special emphasis will be placed on the experiences of graduate students in college and university settings. The objectives for this workshop are to (a) define the concept of social identity; (b) outline the major social identities in the U.S.; (c) describe the three processes of social identity; (d) describe the systems of power, privilege, and oppression; (e) identify aspects one's own social identities; and (f) locate their positions on the Social Identity Scale.
• 91902 - 9.25.19 1 PM-3 PM, Higgins Welcome Center, Anchor Room (Kingston Campus)
• 91906 - 10.3.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston Campus)
• 91910 - 10.11.19 10 AM-12 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
• 91912 - 10.16.19 1 PM-3 PM, Shepard Building, Room 242 (Providence Campus)
A note from the facilitator:
Read The Complexity of Identity: “Who Am I?” by Beverly Daniel Tatum (https://uucsj.org/wp-content/uploads/2016/05/The-Complexity-of-Identity.pdf)
________________________
8. Identity in STEM: Creating Inclusive Spaces in Scientific Research
Facilitator: Alycia Mosley Austin
Workshop Description: Despite decades of effort on the federal and institutional level to broaden participation of diverse populations in STEM, patterns of underrepresentation continue to persist. This session will introduce some of the factors that contribute to the lack of diversity in the STEM research workforce. Participants will discuss how identity relates to a sense of belonging in STEM, hear first-person narratives of the experiences of scientists from marginalized groups, and gain practical skills on how to help create a culture of inclusion in scientific research spaces such as the lab, the field, and beyond.
• 91908 - 10.8.19 1 PM-3 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
• 91916 - 10.29.19 10 AM-12 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
• 91929 - 11.20.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
A note from the facilitator:
Read the following article to prepare for the workshop: Griffin, K. A. (2018). Addressing STEM culture and climate to increase diversity in STEM disciplines. Retrieved from https://www.higheredtoday.org/2018/04/23/addressing-stem-culture-climate-increase-diversity-stem-disciplines/
________________________
9. Imposter Syndrome: What Is It, Why It Happens, and What to Do About It?
Facilitator: Joanna N. Ravello
Workshop Description: Do you attribute your achievements to happenstance, or have you convinced yourself that you are a fraud despite your achievements? These thoughts may be the result of imposter syndrome, which can cause distress and maladaptive behaviors. This workshop will help participants identify and combat impostor syndrome. The intended learning objectives of this workshop are to (a) describe the origins of the term imposter syndrome, (b) define imposter syndrome, (c) describe who is susceptible to imposter syndrome, (d) identify the dimensions of imposter syndrome, (e) discuss participants' Imposter Syndrome Scale results, and (f) propose strategies to help yourself and others combat imposter syndrome.
• 91901 - 9.24.19 1 PM-3 PM, Higgins Welcome Center, Anchor Room (Kingston Campus)
A note from the facilitator:
Complete the Clance Impostor Phenomenon Scale (IPS) developed by Pauline Rose Clance. (a) Go to https://paulineroseclance.com/pdf/IPTestandscoring.pdf. (b) Read the instructions and complete the IPS. (c) Follow the instructions for scoring the IPS. (d) Print and bring your results to the workshop.
________________________
10. Inclusive Research with Human Participants in Social Sciences and Education
Facilitator: Annemarie Vaccaro
Workshop Description: In this workshop, scholars will learn fundamental principles and specific strategies for designing inclusive research with human participants in the social sciences and education. We will explore inclusion strategies (and exclusionary traps) at every stage of the research process including: determining the problem, writing research questions, collecting demographic information, designing instruments, analyzing data, and writing up results.
• 91903 - 10.1.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston Campus)
• 91914 - 10.22.19 4 PM-6 PM, Quinn Hall, Room 219 (Kingston Campus) CANCELLED
________________________
11. Introduction to Strengths
Facilitator: Melissa Boyd-Colvin
Workshop Description: The work of social justice is difficult, and leading change without a clear vision of our strengths can lead to frustration, exhaustion and ambivalence. Join us to explore strengths-based leadership in action in this interactive workshop. It is knowing our strengths and leading from those strengths that helps us to better focus our energies and commit to making positive change. In this capstone offering, participants will process their personal results of the Clifton Strengths Inventory and create action plans for personal and professional progress.
• 91904 - 10.1.19 4 PM-6 PM, Quinn Hall, Room 219 (Kingston Campus)
A note from the facilitator:
Take the CliftonStrengths Inventory. (a) Request an access code by emailing dibp@etal.uri.edu. (b) Once you receive the access code, use your keyboard and/or mouse to copy the access code to your computer's clipboard. (c) Go to https://www.gallupstrengthscenter.com/register/en-us. (d) Paste your access code in the space provided and click continue. (e) Complete the registration. (f) Read the instructions and take the CliftonStrengths Inventory. (f) Read, print, and bring your results to the workshop.
________________________
12. Microaggressions I: Introduction to Microaggressions
Facilitator: Joanna N. Ravello
Workshop Description: Traditional notions of oppression hold that it is rare, occurring by a handful of rogue agents who intend to inflict harm on targets. However, it also occurs by well-meaning agents who convey unintentional, but no less harmful, “hostile, derogatory, or negative slights and insults.” The effects of these indignities, coined microaggressions, are cumulative. The purpose of this workshop is to discuss the contours of microaggressions in the lived work experiences of minoritized students. The intended workshop objectives are to (a) describe origins of the term microaggressions, (b) define microaggressions, (c) differentiate between agents and targets of microaggressions, (d) identify the manifestations of microaggressions, (e) list the types of microaggressions, (f) describe targets’ responses to microaggressions, (g) describe consequences on targets, and (h) discuss strategies to respond to microaggressions.
• 91930 - 11.22.19 10 AM-12 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
________________________
13. Microaggressions II: Racial Microaggressions
Facilitator: Tammy Vargas Warner
Workshop Description: This workshop will focus on recognizing racial microaggressions and their impact on inter-personal dynamics, learning, and performance. We will examine the topic using college classrooms and work settings as environmental backdrops. This is part one of a two-part series focused on recognizing racial microaggressions and strategies for improving your own facilitation and management skills in racially diverse settings. This is an advanced course.
• 91909 - 10.9.19 4 PM-6 PM, Davis Hall, Room 009 (Kingston Campus)
• 91926 - 11.21.19 1 PM-3 PM, Shepard Building, Room 242 (Providence Campus)* CANCELLED
*This workshop session was originally scheduled for 11/14 1 PM-3 PM.
________________________
14. Social Justice & Disability: Recognizing and Valuing Disability as Diversity
Facilitator: Paige Ramsdell
Workshop Description: In this session, we will discuss stereotypes commonly held about people with disabilities and the origins of those stereotypes. We will take this one step further to dissect the power of language and the historical context of using language to disempower individuals with disabilities. Finally, we will take time during this session to talk about “casual ableism”, how it shows up in media and every day exchanges as well as strategies that can be used to counteract ableism. The goal of this session is to help participants (a) understand and articulate stereotypes about people with disabilities, (b) assess the language they use and how it may be disempowering for individuals with disabilities, (c) identify and label ableism as they encounter it, and (d) use their understanding of ableism to be more thoughtful in their interactions with others.
• 91905 - 10.2.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston)
• 91918 - 10.30.19 1 PM-3 PM, Shepard Building, Room 242 (Providence Campus)
________________________
15. Social Justice in Technology
Facilitator: Desiree Forsythe
Workshop Description: This workshop will focus on the current climate of Technology in the United States. This will include a brief description of the history, how power dynamics have shaped both our use and development of Tech, and how technology can perpetuate inequalities. Workshop participants will engage in conversation around different case studies in Tech in which they will identify the problem, discuss a solution, and share out their findings. This workshop is designed to have participants learn about the current space in tech, use a social justice lens to identify and 'solve' a current problem in technology, and foster skills of collaboration and critical thinking.
• 91928 - 11.19.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
16. Supporting Student Veterans on Campus
Facilitator: Rachael Garcia
Workshop Description: Between 2009 and 2013, the numbers of student Veterans enrolled in post-secondary institutions in the U.S. more than doubled (500,000 to 1,000,000). Approximately 96% of post-secondary institutions serve student Veterans, and 82% of these institutions have a designated point of contact to provide student Veterans programs and services. While most faculty and staff are willing to help student Veterans with the transition to college and university life, they are not always sure what student Veterans need and what campus supports are available to assist them. The purpose of this workshop is to help participants understand the needs of and supports for student Veterans. At the conclusion of this workshop, participants will be able to (a) identify the Federal definition of Veteran in the U.S. and how that definition relates to the understanding of those that have served; (b) describe the aggregate characteristics of student Veterans; (c) discuss the challenges and opportunities in supporting student Veterans on college and university campuses e.g., personal, transitional, administrative, etc.); (d) describe how Veterans' intersectional identities (e.g., women Veteran's, disabled Veterans, etc.) shape their experiences; identify the services available to student Veterans on URI campuses (e.g., admissions, academic support, registration, financial aid, Veterans benefits, academic advising, student health, personal or mental health counseling, career advising, disabilities services, housing, leadership and student involvement, etc.) and beyond.
• 91923 - 11.7.19 10 AM-12 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
17. White Privilege
Facilitator: David Hayes
Workshop Description: White privilege is an often misunderstood and contested racial concept. The purposes of this workshop are: (a) to examine definitions of white privilege, (b) to situate the concept in the contexts of racism and other forms of subjugation in American cultures, (c) to explore the salience of racial identity across different racial cultures, and (d) to critique the contemporary tendency to deny racism and white privilege.
• 91917 - 10.29.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston Campus)
Diversity & Inclusion Badge Program
Workshop Schedule - Fall 2019 (Ordered by Title)
1. All the World's a Classroom: Performing as Teachers and Learners
Facilitators: Anna Santucci & Rachel Walshe
Workshop Description: The craft of theatre offers tools and techniques that can help increase educators' empathy and intercultural competence. In this session, participants will practice: 1) presenting their authentic persona in the classroom so that students can relate to them and invest in a genuine relationship with them; 2) validating all students' ideas and perspectives by experimenting with the improvisational concept of “Yes, and”; 3) relaxation and rehearsal techniques that allow instructors to think on their feet with more agility when difficult conversations arise; 4) strategies to facilitate community building and sense of belonging in the classroom.
• 91915 - 10.28.19 1 PM-3 PM, University Library, Galanti Lounge (3rd Fl) (Kingston Campus)
• 91921 - 11.4.19 10 AM-12 PM, Gender and Sexuality Center, Multipurpose Room (Kingston Campus)
A note from the facilitators:
Participants are advised to wear comfortable clothing in which they feel at ease when moving around.
________________________
2. Awakening the Mind to Hidden Bias
Facilitator: Gerard J. Holder
Workshop Description: Scientists such as BF Skinner and Pavlov have long provided many renditions on how our unconscious thoughts control our behavior. Many of us are not aware of how our thoughts and assumptions, negative or positive, impact our daily decisions. No one is immune from bias, hidden or otherwise, but when they rear their ugly heads it allows well-meaning people to make catastrophic errors that adversely affect their organization and themselves. We will focus on discovering hidden bias, four levels of competence/awareness and how bias is developed.
• 91919 - 10.31.19 10 AM-12 PM, Higgins Welcome Center, Anchor Room (Kingston Campus)
A note from the facilitator:
Take the Implicit Association Test - Race IAT. (a) Go to https://implicit.harvard.edu/implicit/takeatest.html. (b) Scroll to the bottom of the page. (c) Click on, "I wish to proceed." (d) Click on the "Race IAT." (e) Read the instructions and take the Race IAT. (f) Read, print, and bring your results to the workshop.
________________________
3. Bystander Intervention: STAND Up to Sexual Violence
Facilitator: Keith Labelle
Workshop Description: The i-STAND Program has had unprecedented success working with first-year college students, athletic teams and coaches, fraternity members and area police, all groups that have traditionally, or perhaps stereotypically, been resistant to utilizing Bystander Intervention Theory to prevent domestic violence and sexual assault from ever taking place. Using an interactive, non-antagonistic, and humorous approach we will demonstrate and discuss how community members can evoke positive responses and solicit bystander involvement from members of your community. We will educate students what to look for, how to safely intervene and how to utilize Title IX policies to ensure a prompt response to ALL forms of sexual violence in order to prevent its recurrence and remedy its effect. In this workshop, participants will be engaged in an interactive program to learn about the dangers of sexual assault, dating violence, stalking, and date rape drugs. Audience members will be engaged in order to solicit a bystander approach to preventing these crimes.
• 91925 - 11.13.19 1 PM-3 PM, Coastal Institute Building, Small Conference Room (Bay Campus)
• 91927 - 11.18.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
4. Championing Social Justice: A Case Study of URI's Rhody Outpost
Facilitator: Safie Sagna
Workshop Description: Food insecurity is a real challenge on college campuses today – it’s estimated that roughly 40 percent of college students are affected by it in the United States. The Rhody Outpost food pantry was created to help address this issue at URI. It has helped hundreds of undergraduate and graduate students, but it started with a group of committed student affairs leaders who saw food insecurity as a pressing social justice issue for the campus. Using John Kotter's 8-Step Process for Accelerating Change as a framework, the purpose of this workshop is to use the Rhody Outpost as a case example of each step. Participants will be given opportunities to brainstorm how these steps can accelerate their own social justice projects.
• 91911 - 10.15.19 1 PM-3 PM, Coastal Institute Building, Small Conference Room (Bay Campus) CANCELLED
• 91922 - 11.5.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
5. Decolonizing STEM Education: Supporting Racially Minoritized Students
Facilitator: Joanna N. Ravello
According to Battiste (2016), “…education can be liberating, or it can domesticate and maintain domination. It can sustain colonization in neo-colonial ways or it can decolonize” (p. 175). The purpose of this workshop will be to explore the ways STEM education can replicate settler colonialism ideology; and in so doing, develop countermeasures that create conditions to support racially minoritized students. Special emphasis will be placed on STEM education at predominantly White institutions. The objectives for this workshop are to (a) define settler colonialism ideology, (b) describe how settler colonialism ideology replicates in STEM education; and (c) brainstorm ways to disrupt the negative consequences of settler colonialism ideology to offer greater support to racially minoritized students.
• 91924 - 11.8.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
A note from the facilitator:
Listen to Femmes of STEM podcast: Bonus episode: Decolonising science 101: https://www.femmesofstem.com/podcast/bonus-1?rq=decolonising%20
________________________
6. Disrupting Implicit Bias in the Classroom
Facilitator: Joanna N. Ravello
Workshop Description: Social psychology researchers have long argued that implicit bias influences our thoughts, feelings, and behaviors toward others, but most are unaware of the power of their influence. This is particularly concerning in college classrooms that are increasingly becoming more diverse. This workshop will help participants to understand the contours of implicit bias. The objectives for this workshop are to (a) describe the roots of bias, (b) differentiate between explicit and implicit bias, (c) define implicit bias, (d) identify common manifestations, (e) cite studies and reports on implicit bias in the workplace, (f) describe the Implicit Association Test (IAT) and what it really measures, and (g) brainstorm strategies for disrupting implicit bias in the classroom.
• 91907 - 10.4.19 10 AM-12 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
A note from the facilitator:
Take the Implicit Association Test - Race IAT. (a) Go to https://implicit.harvard.edu/implicit/takeatest.html. (b) Scroll to the bottom of the page. (c) Click on, "I wish to proceed." (d) Click on the "Race IAT." (e) Read the instructions and take the Race IAT. (f) Read, print, and bring your results to the workshop.
________________________
7. Fundamentals of Diversity: Social Identity, Power, and Privilege
Facilitator: Joanna N. Ravello
Workshop Description: People have long sorted and stratified themselves based on social identity. Still, many of us belong to multiple social identities that create complex lived experiences because of power and privilege. This workshop will help participants to deepen their understanding of their social identity and the ways power, and the privilege that it affords, shapes their daily lives. Special emphasis will be placed on the experiences of graduate students in college and university settings. The objectives for this workshop are to (a) define the concept of social identity; (b) outline the major social identities in the U.S.; (c) describe the three processes of social identity; (d) describe the systems of power, privilege, and oppression; (e) identify aspects one's own social identities; and (f) locate their positions on the Social Identity Scale.
• 91902 - 9.25.19 1 PM-3 PM, Higgins Welcome Center, Anchor Room (Kingston Campus)
• 91906 - 10.3.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston Campus)
• 91910 - 10.11.19 10 AM-12 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
• 91912 - 10.16.19 1 PM-3 PM, Shepard Building, Room 242 (Providence Campus)
A note from the facilitator:
Read The Complexity of Identity: “Who Am I?” by Beverly Daniel Tatum (https://uucsj.org/wp-content/uploads/2016/05/The-Complexity-of-Identity.pdf)
________________________
8. Identity in STEM: Creating Inclusive Spaces in Scientific Research
Facilitator: Alycia Mosley Austin
Workshop Description: Despite decades of effort on the federal and institutional level to broaden participation of diverse populations in STEM, patterns of underrepresentation continue to persist. This session will introduce some of the factors that contribute to the lack of diversity in the STEM research workforce. Participants will discuss how identity relates to a sense of belonging in STEM, hear first-person narratives of the experiences of scientists from marginalized groups, and gain practical skills on how to help create a culture of inclusion in scientific research spaces such as the lab, the field, and beyond.
• 91908 - 10.8.19 1 PM-3 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
• 91916 - 10.29.19 10 AM-12 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
• 91929 - 11.20.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
A note from the facilitator:
Read the following article to prepare for the workshop: Griffin, K. A. (2018). Addressing STEM culture and climate to increase diversity in STEM disciplines. Retrieved from https://www.higheredtoday.org/2018/04/23/addressing-stem-culture-climate-increase-diversity-stem-disciplines/
________________________
9. Imposter Syndrome: What Is It, Why It Happens, and What to Do About It?
Facilitator: Joanna N. Ravello
Workshop Description: Do you attribute your achievements to happenstance, or have you convinced yourself that you are a fraud despite your achievements? These thoughts may be the result of imposter syndrome, which can cause distress and maladaptive behaviors. This workshop will help participants identify and combat impostor syndrome. The intended learning objectives of this workshop are to (a) describe the origins of the term imposter syndrome, (b) define imposter syndrome, (c) describe who is susceptible to imposter syndrome, (d) identify the dimensions of imposter syndrome, (e) discuss participants' Imposter Syndrome Scale results, and (f) propose strategies to help yourself and others combat imposter syndrome.
• 91901 - 9.24.19 1 PM-3 PM, Higgins Welcome Center, Anchor Room (Kingston Campus)
A note from the facilitator:
Complete the Clance Impostor Phenomenon Scale (IPS) developed by Pauline Rose Clance. (a) Go to https://paulineroseclance.com/pdf/IPTestandscoring.pdf. (b) Read the instructions and complete the IPS. (c) Follow the instructions for scoring the IPS. (d) Print and bring your results to the workshop.
________________________
10. Inclusive Research with Human Participants in Social Sciences and Education
Facilitator: Annemarie Vaccaro
Workshop Description: In this workshop, scholars will learn fundamental principles and specific strategies for designing inclusive research with human participants in the social sciences and education. We will explore inclusion strategies (and exclusionary traps) at every stage of the research process including: determining the problem, writing research questions, collecting demographic information, designing instruments, analyzing data, and writing up results.
• 91903 - 10.1.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston Campus)
• 91914 - 10.22.19 4 PM-6 PM, Quinn Hall, Room 219 (Kingston Campus) CANCELLED
________________________
11. Introduction to Strengths
Facilitator: Melissa Boyd-Colvin
Workshop Description: The work of social justice is difficult, and leading change without a clear vision of our strengths can lead to frustration, exhaustion and ambivalence. Join us to explore strengths-based leadership in action in this interactive workshop. It is knowing our strengths and leading from those strengths that helps us to better focus our energies and commit to making positive change. In this capstone offering, participants will process their personal results of the Clifton Strengths Inventory and create action plans for personal and professional progress.
• 91904 - 10.1.19 4 PM-6 PM, Quinn Hall, Room 219 (Kingston Campus)
A note from the facilitator:
Take the CliftonStrengths Inventory. (a) Request an access code by emailing dibp@etal.uri.edu. (b) Once you receive the access code, use your keyboard and/or mouse to copy the access code to your computer's clipboard. (c) Go to https://www.gallupstrengthscenter.com/register/en-us. (d) Paste your access code in the space provided and click continue. (e) Complete the registration. (f) Read the instructions and take the CliftonStrengths Inventory. (f) Read, print, and bring your results to the workshop.
________________________
12. Microaggressions I: Introduction to Microaggressions
Facilitator: Joanna N. Ravello
Workshop Description: Traditional notions of oppression hold that it is rare, occurring by a handful of rogue agents who intend to inflict harm on targets. However, it also occurs by well-meaning agents who convey unintentional, but no less harmful, “hostile, derogatory, or negative slights and insults.” The effects of these indignities, coined microaggressions, are cumulative. The purpose of this workshop is to discuss the contours of microaggressions in the lived work experiences of minoritized students. The intended workshop objectives are to (a) describe origins of the term microaggressions, (b) define microaggressions, (c) differentiate between agents and targets of microaggressions, (d) identify the manifestations of microaggressions, (e) list the types of microaggressions, (f) describe targets’ responses to microaggressions, (g) describe consequences on targets, and (h) discuss strategies to respond to microaggressions.
• 91930 - 11.22.19 10 AM-12 PM, Coastal Institute Building, Large Conference Room (Bay Campus)
________________________
13. Microaggressions II: Racial Microaggressions
Facilitator: Tammy Vargas Warner
Workshop Description: This workshop will focus on recognizing racial microaggressions and their impact on inter-personal dynamics, learning, and performance. We will examine the topic using college classrooms and work settings as environmental backdrops. This is part one of a two-part series focused on recognizing racial microaggressions and strategies for improving your own facilitation and management skills in racially diverse settings. This is an advanced course.
• 91909 - 10.9.19 4 PM-6 PM, Davis Hall, Room 009 (Kingston Campus)
• 91926 - 11.21.19 1 PM-3 PM, Shepard Building, Room 242 (Providence Campus)* CANCELLED
*This workshop session was originally scheduled for 11/14 1 PM-3 PM.
________________________
14. Social Justice & Disability: Recognizing and Valuing Disability as Diversity
Facilitator: Paige Ramsdell
Workshop Description: In this session, we will discuss stereotypes commonly held about people with disabilities and the origins of those stereotypes. We will take this one step further to dissect the power of language and the historical context of using language to disempower individuals with disabilities. Finally, we will take time during this session to talk about “casual ableism”, how it shows up in media and every day exchanges as well as strategies that can be used to counteract ableism. The goal of this session is to help participants (a) understand and articulate stereotypes about people with disabilities, (b) assess the language they use and how it may be disempowering for individuals with disabilities, (c) identify and label ableism as they encounter it, and (d) use their understanding of ableism to be more thoughtful in their interactions with others.
• 91905 - 10.2.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston)
• 91918 - 10.30.19 1 PM-3 PM, Shepard Building, Room 242 (Providence Campus)
________________________
15. Social Justice in Technology
Facilitator: Desiree Forsythe
Workshop Description: This workshop will focus on the current climate of Technology in the United States. This will include a brief description of the history, how power dynamics have shaped both our use and development of Tech, and how technology can perpetuate inequalities. Workshop participants will engage in conversation around different case studies in Tech in which they will identify the problem, discuss a solution, and share out their findings. This workshop is designed to have participants learn about the current space in tech, use a social justice lens to identify and 'solve' a current problem in technology, and foster skills of collaboration and critical thinking.
• 91928 - 11.19.19 1 PM-3 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
16. Supporting Student Veterans on Campus
Facilitator: Rachael Garcia
Workshop Description: Between 2009 and 2013, the numbers of student Veterans enrolled in post-secondary institutions in the U.S. more than doubled (500,000 to 1,000,000). Approximately 96% of post-secondary institutions serve student Veterans, and 82% of these institutions have a designated point of contact to provide student Veterans programs and services. While most faculty and staff are willing to help student Veterans with the transition to college and university life, they are not always sure what student Veterans need and what campus supports are available to assist them. The purpose of this workshop is to help participants understand the needs of and supports for student Veterans. At the conclusion of this workshop, participants will be able to (a) identify the Federal definition of Veteran in the U.S. and how that definition relates to the understanding of those that have served; (b) describe the aggregate characteristics of student Veterans; (c) discuss the challenges and opportunities in supporting student Veterans on college and university campuses e.g., personal, transitional, administrative, etc.); (d) describe how Veterans' intersectional identities (e.g., women Veteran's, disabled Veterans, etc.) shape their experiences; identify the services available to student Veterans on URI campuses (e.g., admissions, academic support, registration, financial aid, Veterans benefits, academic advising, student health, personal or mental health counseling, career advising, disabilities services, housing, leadership and student involvement, etc.) and beyond.
• 91923 - 11.7.19 10 AM-12 PM, University Library, Conference Room A (2nd Fl) (Kingston Campus)
________________________
17. White Privilege
Facilitator: David Hayes
Workshop Description: White privilege is an often misunderstood and contested racial concept. The purposes of this workshop are: (a) to examine definitions of white privilege, (b) to situate the concept in the contexts of racism and other forms of subjugation in American cultures, (c) to explore the salience of racial identity across different racial cultures, and (d) to critique the contemporary tendency to deny racism and white privilege.
• 91917 - 10.29.19 1 PM-3 PM, Memorial Union, Room 314 (Kingston Campus)
This form was created inside of University of Rhode Island. Report Abuse
