NCORE Virtual Connections 2022 featured interactive and engaging sessions that directly addressed critical topics affecting our campuses and communities. Register now and experience on demand access to all sessions listed below.
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SESSIONS AVAILABLE ON DEMAND
The UC Davis’s Native American Retention Initiative (NARI) is an academic success model focused on increasing Native American student retention and improve academic outcomes in a PWI. NARI focuses on improving academic outcomes by amplifying and encouraging Native American students through culturally relevant programs and resources. The initiative advocates across campus and regularly collaborate with many departments, colleges, and organizations to bridge activities that facilitate student-centered academic success. In the service of our students, the initiative and affiliated centers provide data and research informed services, spaces, and resources.
|We all cause harm, and we often exacerbate that harm by responding in ways that dismiss or invalidate the pain that individuals have named or experienced by focusing on our (lack of) intent rather than on the impact we caused. This session will increase participants' awareness of the ways "apologies" often center the person who caused harm, reinforce dynamics of power and privilege, and cause additional harm to historically excluded and minoritized individuals. This session will provide a framework for taking accountability, a process that centers the person who experienced harm and focuses on acknowledging impact. This session will be especially useful for staff, faculty, and administrators who can use the accountability framework to respond restoratively to student concerns without further eroding trust and credibility.|
In the wake of racist incidents and student unrest related to campus climate (and the inadequate institutional response to racist incidents and campus climate), many student leaders and/or administrators plan and host Town Hall meetings. These events often exacerbate rather than relieve frustration, frequently functioning as spaces where toxic dynamics get named without any accompanying acknowledgement of accountability and impact or clear commitment to intentional and specific efforts for change. This session will provide an overview of how, in lieu of the Town Hall model, Community Conversations are being used that implement a restorative justice framework in order to accomplish several key goals: 1) provide each participant an equitable opportunity to be heard, 2) allow participants to name the impact that incidents/climate have had on the campus community, and 3) invite participants to name concrete action steps they feel should be taken to address the underlying climate dynamics on campus. This session will map out the framework for how Community Conversations are structured and facilitated and how the content from such conversations can be used as the basis for accountability and change. The session will use a case study from a 2019 Community Conversation held at Middlebury College to illustrate the process and outcomes. This session should benefit staff and administrators, especially those whose roles on campus involve advocating for or managing institutional responses to climate concerns.
|Over the past two years, there has been a significant uptick in anti-Asian hate incidents, fueled by xenophobic rhetoric from the Trump administration. The brutal mass shooting of Asian massage workers in Atlanta galvanized a consciousness about anti-Asian violence in the public imaginary. While the media has presented anti-Asian hate as an emerging phenomenon, anti-Asian violence has been the throughline in the experience of most Asian American groups in the United States.|
|How can student affairs professionals lead their organizations in shifting from a compliance mentality to an affirming mentality regarding race and ethnicity? How can we motivate our organizations to view change not as symbolic gesture but as radical transformation of our interactions and institutional structures? This interactive session will provide an overarching framework that will help participants identify the specific obstacles for their organizations in becoming racially and ethnically affirming. We will also provide specific, concrete resources that will help organizations make the transition from focusing on compliance to an organization that is racially equitable and inclusive. We will model the use of these resources throughout the session to give participants an idea of how they can call in others to engage in the courageous self-reflection that is the crucial starting point of any anti-racist organizational change. This workshop, however, will not solely focus on internal work. Rather, we will model the process through which self-reflection can lead us to intervene in more effective and sustainable ways to push our organizations to become more anti-racist and affirming, providing examples of success and barriers we have encountered doing this work ourselves. Participants should come prepared to offer and learn from each other's experiences. We hope that the relationships and connections among workshop participants will be just as valuable resources for anti-racist work as the models and frameworks we will offer.|
|Black Woman/White Woman is a two-person experiential and experimental theatrical offering, exploring the relationship between Black and White people in U.S. society, focusing in on the complex and historically complicated relationship between Black and White women and expectations of subservience of Black women. The performance is about 40 minutes with a talk back, dialogue, unpacking session that follows. Remaining relevant to the moment, Black Woman/White Woman is not a canned or even highly rehearsed proposition. It combines staged-reading, storytelling, improvisational theater and some messiness where both the human and theatrical seams are revealed, working to break down the false narrative of perfectionism perpetrated by white supremist, colonizing culture. People who thrive on and expect perfectionism need not attend. People who reject anti-racism principles need not attend. People who want exposure to true to life, authentic scenarios based on real people and real stories with the opportunity for self-reflection of the roles we continue to play out based on the colonized history of the U.S. are welcomed with care and understanding of all of your seams and imperfections. The takeaway is self-reflection. striving for an understanding of how deep and intentional racism runs in our society and the deep intention that is required to undo structural and individual racism that continues to persist.|
|Our collaborative team engaged Participatory Action Research (PAR) as a guiding framework to improve the Renaissance Scholars Program (RSP), an access and retention program at the University of California, Santa Cruz. The program serves independent students who have faced significant challenges or hardships within their family networks including but not limited to foster care, incarceration, homelessness, and abuse. Our presentation will describe our process for engaging members of our community in framing and investigating the barriers they experience along their educational trajectories in order to develop meaningful programming, and to advocate for institutional changes that would positively impact their community. A primary goal of our PAR project was to center Renaissance Scholar narratives, expertise and engagement at all levels of research, reflection and action. This session should particularly benefit students, practitioners and researchers of any experience level in gaining perspectives and concrete strategies for collaborative program evaluation and development in order to implement data driven and equity-based student success programs for historically minoritized students at their own institutions.|
|Across the country, white nationalist and other bigoted and anti-democracy groups have organized to undermine inclusive democratic institutions, such as city and county governments and public health agencies. Their assault on educational institutions is part of the same trend and has created challenges for educators at almost every level to teach young people accurately about history, race, and racism-and to do so in environments that are safe and supportive for all students.|
The Portland Metro Area and its educational institutions sit at the nexus of these trends. Portland, Oregon, has been a focal point of bigoted and anti-democracy activity across the country for several years--the most visible and painful of which resulting in violence. Many of the community members involved in both the organizing of these bigoted activities, as well as those organizing to combat them, are often students. The past year has seen public educational institutions become a battleground for bigoted groups seeking to build political power. The aggressive targeting of K-12 school boards that we are currently seeing is a bellwether for the challenges that public postsecondary institutions may face. Authoritarian movements are seeking to stifle democracy, and a critical front of that fight is education. An interdisciplinary team of faculty, staff, administrators, and students at Portland Community College (PCC) have taken action, partnering with Western States Center to support a broad conversation within the college about actively responding to these threats, while centering core values of inclusion and equity and navigating important First Amendment questions to maintain freedom of expression as a core value. As a part of their "community care" work, the PCC President's Preferred Future Council has developed a toolkit for countering white nationalism in higher education.
This session will provide context and analysis on bigoted assaults on higher education across the country, share strategies from Portland Community College, and host a collaborative space for participants to share learnings from their own institutions. The intended audience for this session is members of higher education communities, whether educators, students, staff, or administrators who have seen the impacts of organized bigotry on campus or taken action to address them. Session participants will gain the opportunity to build connections with others working on this issue, resources on understanding white nationalism, and specific approaches that institutions of higher education can use to strengthen their response to bigoted and anti-democracy movements targeting campuses.
|"Race is the child of racism, not the father." Inspired by the clarity of Ta-Nehesi Coates' words and grounded in the power of community, a faculty developer and law professor collaborated to create a faculty and staff development experience centered on critical themes for our time: racial literacy and healing, cultivating joy, and sustaining activism. In this session, facilitators will share their innovative model, the lesson learned, and the outcomes of the experience, including their use of Professor Magee's work,"The Inner Work of Racial Justice: Healing Ourselves and Transforming Our Communities Through Mindfulness," as a foundational resource for faculty and staff development.|
Facilitators will guide session participants through Professor Magee's ColorInsight approach, while engaging participants in the process of critical self-reflection and contemplative practices that support faculty and staff racial healing, self-care, and activism.
From this learning experience, participants will (1) explore and articulate a role for ColorInsight in racial justice work; (2) experience the value and the challenges of employing contemplative practices for racial healing; and (3) identify potential partners within their educational and professional contexts with whom they may collaborate to offer similar development opportunities.
Since Spring 2021, Mission College has supported faculty in equity/anti-racism based professional learning by engaging in praxis to reflect, research, learn, collaborate, and redesign curriculum and pedagogy based on best practices to ensure a diverse, equitable, and inclusive curriculum for our student community. Informed by the Mission College Equity Framework and the Mission College Call to Action for Racial Equity and Social Justice, faculty leaders collaborated with administrators to implement multidisciplinary Communities of Praxis during Spring 2021 and Fall 2021. The core goal was to educate current faculty about current equity pedagogical practices and have them apply what they learn to current coursework they teach. In these first two cohorts, 40 full and part time faculty members from 13 departments built community, learned together and enacted equity based curricular changes. The topics we explored included culturally-responsive, brain-based teaching practices, using disaggregated data as a tool to inquire into equity gaps, combatting imposter syndrome and stereotype threat, connecting academic identity with cultural identity, metacognition, and more. By cultivating a collaborative learning community, we developed practices for rigorous higher order critical thinking, problem solving, and capacity building for students.
During this session, participants will learn how the Community of Praxis was designed to cultivate a ten week collaborative learning space (including community meetings as well as individual curricular application) for faculty across disciplines. We will share how our faculty worked in collaboration with our AANAPISI/HSI-STEM grants and the Office of Student Equity and Success to make this a reality. All participants will receive links to electronic toolboxes containing the Community of Praxis curriculum design, program application, implementation timeline, and examples of final praxis projects developed by our two cohorts. We will engage in various grounding and pedagogical reflection activities and close with how you can develop a Community of Praxis at your respective campuses.
|This session focuses on the specific case of Filipino Americans and highlights how violence and war against Filipinos were the catalyst for their migration. This session also discusses how Filipinos joined together with other Asian Americans to form a united pan-ethnic movement, but that this unity has been disrupted by cultural rifts stemming from Filipinos colonial history. Much of this talk will center on the discussion of Dr. Ocampo's book The Latinos of Asia: How Filipino Americans Break the Rules of Race.|
|We all have heard the statement that diversity is inevitable however, valuing it and having an earnest desire to learn of its impact on decisions, behaviors, perceptions, and relationships, is a choice and process to be continually developed.|
This workshop will explore the meaning and value of such concepts as culture, diversity, ethnicity, bias, and multicultural competence. We will recognize the impact of implicit biases and stereotypes on perspectives and professional interaction. A definition of multiculturalism will be discussed with an emphasis on understanding a full context of the client's identity, emotions, thoughts, and history. The three primary stages of multicultural competency (e.g. self-awareness, knowledge, and skill) will be presented along with the six developmental stages of intercultural sensitivity and communication.
There will be an introduction to the concept of cultural humility which is a process of self-evaluation that focuses on how culture influences our perceptions and the impact on diverse cultural interactions. Cultural humility focuses on prioritizing mutual respect, recognizing and changing power imbalances, as well as acknowledging that cultural understanding is a lifelong learning process.
The overall goal of the workshop is to increase participant's self-awareness and understanding of culture and its function in human behavior, communication, perception, and effective cultural exchanges.
|If successful in gaining tenure, the tenure-track faculty hired in 2022 will serve at their institutions until approximately 2055. Thus, universities and colleges are already hiring the institutional leadership of the mid 21st century. No project is more urgent in our institutions of higher education than improving search protocols to consistently build a diverse tenure-track faculty. In this workshop, we present a practical guide to conducting tenure-track faculty searches that dramatically increase the likelihood of hiring faculty from historically underrepresented groups in any discipline. We begin by examining the tacit ways in which conventional faculty searches are strongly biased to deliver the same outcome search after search, the hiring of faculty from already over-represented populations. We then break the search process into six key phases. We describe the tools a department, program, or search committee needs at each phase to promote a more diverse applicant pool, finalist pool, and ultimately a diverse hire. This workshop will be especially useful to those working at selective, predominantly white institutions and other institutions with a predominantly white faculty. This session should particularly benefit chief academic officers, academic deans, chief diversity officers, faculty members, and career counselors for graduate students and post-docs.|
|How do we know what we know? A Euro-American worldview demands objectivity, that is, that we distance ourselves from what we intend to know and then measure it. Implicitly, this worldview demands separation and disembodiment. In this session, participants are invited to critique the idea of objectivity in assessment, and expose it as a myth created and sustained, in part, to perpetuate racially-predictable educational outcomes.|
Now, how do we know what we know? An African worldview asks us to embrace subjectivity and take relationship with what we intend to know. Implicitly, this worldview demands connection and embodiment. Through mindfulness practice and group discussion, participants in this session are invited to first envision and then begin the shift toward an embodied, equity-minded classroom assessment practice that embraces subjectivity and re-establishes human connection within the instructor/student relationship.
The panelists, a cis-queer Black woman teaching Psychology and a cis-hetero White man teaching Mathematics, both instructors at an open-access community college in California, will share some of the knowledge gained and created during their collegial seven-year thought-partnering on assessment.
The session will include short informational presentations and an unscripted discussion between the panelists with questions invited from session participants.
Panelists will share current versions of their own classroom assessment practices for participants to freely use, modify, and share alike, with the intent of creating a community of embodied classroom practitioners of assessment for racial equity.
And as embodied practitioners ourselves, we're intentional about taking sufficient breaks in a long conference session.
|Talking about racism has become a taboo, given all the attacks against critical race theory and the fears of making "whites" uncomfortable. However, in many respects this legislation has only escalated the situation because instances like George Floyd and anti-Asian violence and "Karen" incidents will not go away because they have become all too common and have emerged and have engendered so much anguish and pain.|
Closing our ears and pretending to not see what is going on around us is not the answer. Racism is an unfinished conversation in this country that can no longer be postponed or ignored.
As Roberto Almanzan said in The Color of Fear: The cure for the pain is in the pain. What will make talking about racism safer is first talking about what makes it unsafe to talk about.
In this much needed workshop, participants will learn:
a. What makes it unsafe to talk about racism
b. The six ways to make it safer to talk about racism
c. What escalates/ or de-escalates
d. 21 ways to stop a diversity conversation
e. Nine healthy ways to communicate
f. In search of a real apology
g. Four myths that whites perpetuate
|This session is an intentional interdisciplinary effort to center fat, Black, women of the Northern American context as an effort to destroy the master narrative with the use of interviews from women who hold these identities. I use photography (as visual activism), Black feminists' pedagogy and theories to tell the stories that has identified fat Black females as undesirable, incompetent, and a blemish according to European beauty standards. This session should particularly benefit participants who are interested in the work of activists who want to add size/weight to the discussion of identities, practitioners who want to push the boundaries of storytelling using visual components, and individuals who hold the aforementioned identities in a way to shift the current narrative around fat body experiences.|
|In order to best serve mixed/multiracial college students, we must ensure they are visible despite policies and practices of erasure. Using interactive activities, this session positions data policy as a potential barrier to mixed/multiracial student success and data practices as a key first step to building more just, equitable, and mixed/multiracial-inclusive institutions. Recent research that finds only half of students who self-identify as mixed/multiracial are reported as such per federal Integrated Postsecondary Education Data System (IPEDS) standards will be explored, including how this translation of self-reported to institutionally-reported race/ethnicity categories obscures statistically significant gaps in students' odds of graduating. This session is designed to benefit higher education professionals who utilize student demographic data to identify and address institutional equity gaps at their respective campuses. Participants will build foundational skills and actionable strategies for leveraging data to amplify mixed/multiracial student visibility in higher education. Takeaway tools include discussion prompts by functional area, overview of data policies that contribute to mixed/multiracial student erasure, and tips for developing mixed/multiracial-inclusive data practices.|
|Privilege is an often poorly defined concept. We all think we know what privilege is, but the definition tends to get muddled with things we believe are privileges but aren't. And let's not get started on how murky the waters get when we throw white privilege into the mix. That is when privilege can become a dangerous weapon. In this interactive session, privilege and white privilege will be clearly defined for attendees. There will be an examination of the overlaps and intersections between the concepts of privilege and white privilege. Attendees will be asked to analyze their privilege and how it plays out in their personal and professional lives. Participants will look at how privilege and white privilege are weaponized in the persistent harming of others. Lastly, we'll discuss ways to interrupt the weaponization of privilege and white privilege in ourselves and others.|
|This panel will feature representatives from universities that have recently created free tuition initiatives for Native students. The conversation will center around the triumphs and challenges of their individual programs, and will cover topics related to student success strategies, tribal relations, financial aid, and institutional policies.|
|How do we say our names? or better yet, what do our names say about us? Why is it so common for society to muddle their pronunciation or alter them altogether? What does this say about history, language and assimilation? In America, there is often a negative stigma attached to names rich with accents and rolled letters, they are in constant danger of being silenced, altered, and butchered. In this workshop, we examine how our names carry culture, identity and history, & discuss why it is so important to preserve them. Language, historically has been used as a tool of power in the process of colonization and is still used in the same way today. In what ways does language limit us? In what ways does it empower us? Attendees will examine language as a tool to reclaim their own narratives, and take pride in their identity. Attendees will engage in discussion followed by a writing work shop by award winning Chicana poet Angelica Maria.|
This 2 part session will identify practices and present tools that work to attract, hire and retain culturally competent, anti-racist faculty, administrators and staff; and also scrutinize the institutional practices and unexamined hiring "rituals" that work to replicate the status quo.
Research and experience over the last two decades demonstrate that these practices work to attract and retain the best culturally competent, anti-racist campus community. Yet often, even after decision makers are made aware of them, these effective practices are either adopted piecemeal or not at all, so that "comfortable," and "traditional" hiring rituals are not disrupted.The most culturally competent candidates are often eliminated early in the process, especially if they are members of racialized or minoritized groups. Current campus community members dedicated to equity and social justice in education become discouraged and exhausted; students, staff and faculty continue to be hurt, their prospects and possibilities limited; and the best of these will leave if and when they are able. In order to change these dynamics, we need to understand why they are happening. Who benefits from the status quo? What and who are lost in this process, and why are these loses considered acceptable? How can we approach the kind of transformation change in hiring needed in ways that invite serious discussion of all that is being lost and all that could be gained for everyone? Please add your voice to this discussion. All participants will receive a resource manual and other materials summarizing critical hiring practices.
|Having served for 5 years on our DEI committee, I often find that when the topic is race, dis/abilities are rarely mentioned unless I bring it up, and when the topic is dis/abilities, race is an afterthought. The intersection of race and dis/ability doubly impacts student success and completion rates and yet students of color are reluctant to use the academic supports available on campus and so, faculty often do not realize their students of color are managing dis/ability challenges along with negative perceptions of race.|
This workshop will review the complicated history of race and dis/ability, especially as it relates to higher education and notions of normalcy, ability, and achievement. It will provide firsthand, recorded tips from students of color who attend college and utilize dis/ability support as well as strategies that dis/ability-friendly instructors have implemented to support students with dis/abilities in the classroom. Time will be provided to discuss and explore information related to the intersectionality of race and ability.
|The relationship between the colonizer and the colonized is so deeply entrenched in the U.S. that most faculty have never learned how to actively challenge settler-colonialism in education. The hunt for red pedagogy is a quest to seek out those scholars and educators committed to understanding and practicing the structural institutional impedances to attaining a society of race and ethnic pluralism. This talk is a primer to help us think more consciously about the meaning of colonization and decolonization in higher education; offer strategies for individuals and groups as they seek to combat this pervasive social problem; to introduce tribal sovereignty nomenclature, and assist in developing tangible strategies for decolonizing one’s life and praxis through a conceptual framework called “wave-jumping.” Indigenous research methodologies emerge from Indigenous epistemology frameworks so they are always people- and place-specific.|
|We live in a world today where fear and blame are passing for "normal" communication. Every sector of our country, be it business, government or education, is being faced with verbal and physical confrontations, but very few counselors, administrators, HR or faculty know how to mediate or de-escalate these types of scenarios.|
In this revolutionary workshop, Lee Mun Wah will demonstrate a myriad of mindful facilitation techniques that can de-escalate such conflicts through the use of curiosity, empathy, compassion, filmed role plays and personal stories.
Participants will learn:
a. How to practice the art of reflection and inquiry
b. Advanced conflict intervention
c. How to observe and make use of intent and impact
d. Six inquiries that can de-escalate conflicts within seconds
e. How to turn fear and blame into curiosity and empathy
|This presentation will explore the past and present nexus between racism, classism, sexism, ableism, and all forms of social inequity—focusing in particular on multiply-marginalized people. We will work to expand our collective understanding of ableism and disability, focusing heavily on the fact that a person does not have to be disabled to experience ableism (& so marginalized people are constantly experiencing ableism regardless of their disability status). We will learn how ableism is implicated in and central to all forms of oppression by contextualizing and exploring the racist-ableist roots of eugenics, white supremacy, enslavement, capitalism, education systems, institutionalization and incarceration. In addition to developing methods to implement access centered practices and developing a disability politic, we will learn more about disability justice and discuss why developing an anti-ableist lens is necessary for all forms of activism that claims to engage with and center those at the margins of the margins.|
|What is tribal sovereignty? Is it recognized by American higher education institutions - by student service practitioners, by admissions and recruitment, by development, by diversity and inclusion offices/officers? This session aims to focus on tribal sovereignty and how the recognition of Tribal Nations manifests in higher education, particularly thinking about whether American higher education institutions adequately serve American Indian and Alaska Native students and their political identities. Political identities are different from racial or ethnic identities, a difference that can be difficult to understand, and can sometimes be perceived as divisive in diversity work.|
|This session should particularly benefit individuals who are seeking to navigate higher education institutions as women of color in partnership with white women allies/accomplices. We are exploring how women of color and white women can form liberatory coalitions grounded in abundance and collective leadership. We contemplate how the impacts of the past two years (COVID, racial-reawakening of 2020) have informed the way that we operate today. The politicized backlash against Critical Race Theory and how it is being weaponized as an ahistorical wedge in many academic spaces. We contemplate the ways in which emotions are racialized: white women's tears and women of color exhaustion. We explore the ways in which we are made to prioritize white women's emotions, creating outwardly perceived and real anger at the structures and systems that perpetuate the protection of white womanhood masked as "professionalism" and "civility" in our organizations. We contemplate performative "solidarity" and white feminism vs. womanist ways of being. We will explore the point of action where white women walk outside of their protected cocoon and engage with the justified anger (i.e.2020 election, protests of 2020, COVID pay disparity and replication of white male patriarchal practices) and suspicion from women of color. We will explore how to be in relationship with one another in active ways that are anti-tokenistic, non-voyeuristic, and truly collaborative. We will explore, through dialogue and trust-building, the barriers to the creation of solidarity and anti-racist leadership. In this experiential workshop, we will practice strategies for building trust, ensuring multiple forms of safety, collaboration, mobilization, change, and radical-love.|
|Do you recall being asked, as a student of color, to present your racialized experiences as representative of your entire community? Do you remember wanting to say, "I'm not the teacher."? Or perhaps you were thrilled to be asked; so you shared your individual experience and felt respected for the first time, because you were otherwise invisible and presumed incompetent? Well, us too. We are two women of color faculty members, African American and South Asian Muslim, at a Pacific Northwest university, who both have lived experiences as marginalized people, and academic training in fields of study dedicated to racially marginalized communities. We have witnessed the complex impacts of higher education's techniques towards "solving" the diversity, equity, and inclusion issues on campuses. As junior faculty members, both focused on scholarly projects and pedagogies related to racial identity in what we teach, research, and perform, we have discussed various experiences inside and outside of the classroom that have brought us to recognize the ways in which higher education, on all levels, often allows someone's marginalized identity to be conflated with automatic academic expertise about that identity. We often find ourselves in classrooms in which racialized students perceive their experiences as beyond the need of scholarly analysis, especially in the areas of Black and Asian American Studies. This issue becomes even more complex as white colleagues substantiate this perception, sometimes encouraging racialized students that their identities and experiences stand in for the pursuit of knowledge that is produced by critical scholarship in these areas. When these students arrive in our classrooms, we are confronted with the challenge of teaching students that while their racialized experiences matter, they benefit from decades of literature that theorize them in their specificity. In this session, we challenge our colleagues to witness how "voice-lifting," and other "supports" for students of color are often guided by white supremacy. We challenge you to think beyond your own classroom. Ask yourselves: "how does my pedagogy affect my colleagues with both the intellectual expertise and identity?" This session will lift the veil that hides the unintended harm, by both sharing and exploring our experiences and the audience's, regarding the impact of defining expertise by one's identity. This session will detangle and interrogate the misalignment of lived-experience with academically-informed knowledge, especially as it operationalizes representation as DEI solutions at the intersections of learning for and between students, staff, faculty, and administration in higher education.|