Thursday, October 28, 2021

Find information for the Thursday, October 28th sessions of the Diversity Symposium below. The Thursday sessions of the Diversity Symposium highlight the School of Education Strand – a series of sessions geared towards educators and instructors, but open to everyone!

9:00 – 10:30am Sessions

Presented by Leah Day

Session Description: Schools across the United States are becoming increasingly diverse in their student populations–especially culturally, racially, and linguistically. This diversity can present challenges for a homogenous teaching force–the majority of whom are white women. In this presentation, participants will examine their existing experiences with literacy education as it ties to their own cultural experiences. Participants will ponder connections between their paths to literacy and those of their students. Together we will examine ways that we can implement multicultural literacy practices in our instruction that will have a significant impact on student learning. We will focus on strategies for teaching not only functional literacy (traditional reading and writing skills) but also critical literacy (how language and power are intertwined and have an effect on daily life). These include incorporating teacher experiences as well as those of students while centering diversity as an asset rather than a deficit in the education system. This session will include traditional presentation as well as group discussion and self reflection time. Educators will be more prepared to support diverse student populations in their teaching practice. This culturally aware literacy instruction can be implemented in all content areas and educational levels and not simply elementary or secondary Language Arts classrooms.

Zoom Format: Meeting

Session Audience: Faculty, Educators, Pre-service Teachers

About the Speaker(s): Leah Day attended Brigham Young University and received a Bachelor’s degree in English Teaching. She has also received her endorsement for Teaching English Language Learners. Leah is currently a graduate student in the English Education program at Colorado State University. She has a special interest in antiracist teaching and her reviews of multicultural literature have been featured in the Utah English Journal.

Presented by Jennifer Todd, Tonya Buchan, Katy Little

Session Description: This interactive session will share different teaching and classroom scenarios that faculty and instructors encounter, including microaggressions, dealing with hot moments, finding course content from diverse sources/authors, and ensuring students feel they belong. Faculty will work together to discuss common reactions to such situations when they occur in the classroom. Facilitators will then share proactive steps introduced in TILT’s Best Practices in Teaching: Inclusive Pedagogy course to mitigate these common situations before they occur.

Zoom Format: Meeting

Session Audience: Faculty, Instructors, Graduate Students, Educators

About the Speaker(s): 

Jennifer Todd is an Instructional Designer with The Institute for Learning and Teaching at Colorado State University where she is leading an effort to assist faculty and administration in defining effective teaching and using this definition as a framework for setting teaching goals and improving and evaluating teaching excellence. She collaborates with faculty to help them integrate students into every aspect of the learning process – from curricular alignment to assessment – with a focus on engagement, critical thinking, and metacognition. She has 20 years teaching and curriculum design experience from kindergarten to adult learners. In her free time, Jen enjoys spending time with her family, gardening, mountain biking, hiking, and paddle boarding.

Tonya Buchan, MS Ed. is an Instructional Designer with the Institute for Learning and Teaching. At TILT Tonya partners with faculty to integrate research-based educational practices using the CSU Teaching Effectiveness Framework as well as educational technology into course design and teaching. In her free time, Tonya enjoys yoga, paddle boarding, hiking and mountain biking.

Katy Little received her Bachelor’s in Journalism and Mass Communication (2001) and Master’s in Library and Information Science (2003) from Kent State University. She has worked in the field of higher education for more than 20 years for institutions including the Northeastern Ohio Universities College of Medicine, Kent State University and Weston Distance Learning, Inc. Currently, she is the director of instructional technology for Colorado State University’s The Institute for Learning and Teaching (TILT), where she collaborates with faculty on the design and development of online courses. In her spare time, she enjoys reading and watching her children’s many sporting events.

11:00am–1:00pm: Keynote with Dr. Mahzarin Banaji

1:15 – 2:45pm Sessions

Presented by Chrissy Chard, Raeven Clockston, and Megan Hervey

Session Description: The purpose of this workshop is to describe the process of how MPH students and administration are working together toward being actively anti-racist and anti-oppressive, and allow participants to explore steps they make take in their own programs. In fall of 2020, graduate MPH students formed an Anti-Racism Student Action Group (ARSAG) and advocated for changes to the MPH program, including a list of demands. Administration responded with a proposal to hire two student coordinators, as well as appointing a faculty member to work with students on various initiatives. The ARSAG, student coordinators and administration are working together to move various initiatives forward, with the goal of shifting the program’s culture. Initiatives include designing a summer mini-course on anti-oppression for incoming students, changes to the practicum experience and requirements, updates to the admissions personal statement prompt, professional development opportunities and focus groups with BIPOC students to inform next steps. Our work demonstrates a model for programs to commit resources, time and energy to move toward being anti-racist and anti-oppressive. Participants will learn about the model used within the MPH program, and explore ways they may apply these strategies to their own programs.

Zoom Format: Meeting

Session Audience: Faculty, Administration, Students

About the Speaker(s): 

Chrissy Chard is an associate professor in the department of Health and Exercise Science, and with the Department of Community and Behavioral Health with the Colorado School of Public Health. Her research focuses on physical activity, self-esteem and body image in adolescent girls, as well as tailoring programming using Community-based Participatory Research. She has a strong interest in examining the ways that racism, structural bias and social inequities further the health disparities that continue to persist. She facilitates various social justice, equity and inclusion efforts in the program, and is also the co-founder of a non-profit organization, Smart Fit Girls.

Raeven Clockston is a recent Master of Public Health graduate from the Colorado School of Public Health at Colorado State University and serves as one of the Student Coordinators of Anti-Racism, Diversity, Equity, and Inclusion. During her time as Student Coordinator Raeven has led initiatives in her program related to social justice and health equity. She also serves as the liaison between the student body and ColoradoSPH at CSU administration. She recently started a new role as the Public Health Equity & Practice Coordinator for the ColoradoSPH where she develops and facilitates programming regarding EDI and Practice.

Megan Hervey is a current MPH student at the Colorado School of Public Health with a concentration in global health and health disparities. She is particularly passionate about the areas of mental health, health equity, and harm reduction. Megan holds a bachelor’s degree in psychology from Grinnell College and previously worked in a residential mental health treatment setting prior to beginning her graduate studies. Megan currently serves as one of the Student Coordinators of Anti-Racism, Diversity, Equity, and Inclusion at the Colorado School of Public Health at Colorado State University program.

Presented by Louise Jennings, Ross Atkinson, Nicole Lamb, Aleandra Pinder, Corinne Singleton, and Lauren Vilen 

Session Description: Throughout 2020, people across the world declared a desire to beat the Covid pandemic and “get back to normal,” However, media accounts and research articles indicated that the pandemic made visible vast and long-standing inequities in our social institutions that were only exacerbated by the pandemic and indicated the danger in returning to normal. In Spring 2021, graduate students enrolled in a special topics seminar in the Education, Equity, and Transformation program (EET) in CSU’s School of Education critically examined systemic inequities and oppressions revealed through the intersecting pandemics of 2020 (Covid, racism, climate crisis, and disinformation crisis). Students worked in collaborative teams to examine various facets of these intersecting pandemics then propose bold actions for transformative, systemic and structural change. These facets include 1). influencing policy regarding international students in higher education, environmental justice in STEM education, and inequities of the childcare desert, and, 2). transforming justice-oriented classroom practices and critical media literacy education. In this session, we will briefly present these topics and involve the audience in constructing bold proposals for transformative change within their own spheres of influence.

Zoom Format: Meeting

Session Audience: All audiences

About the Speaker(s): Louise Jennings is a professor in the School of Education and Co-Coordinator of its Education, Equity, and Transformation program. Her research and teaching focuses on dismantling oppressive educational systems and supporting Anti-racism and Diversity, Equity, Inclusion, and Social Justice across educational settings large and small.

Ross Atkinson is a Ph.D. student in the Education, Equity, and Transformation program in the School of Education at Colorado State University. Prior to his doctoral journey, Ross was a high school English teacher and currently teaches a critical multicultural education course here at CSU through the Center for Educator Preparation. His research interests include examining veteran reintegration, student-veteran education, and methods of critical empowerment for both youth and veteran populations.  

Nicole Lamb M.Ed, is a Ph.D student in the Education, Equity and Transformation Program at Colorado State University. Nicole works as an Instructional Coach with the Thompson School District and serves on the board of the Colorado Association for the Education of Young Children (COAEYC). In the Spring of 2020, Nicole was accepted into the Buell Early Childhood Fellowship Program engaging in Early Childhood Leadership studies through CU Denver. Her research interests include early childhood care and education (ECCE) policy pertaining to equity and access of high-quality programs, ECCE funding streams, and historical analysis of ECCE program development in Colorado.

Corinne Singleton, Ph.D student in the Education, Equity and Transformation Program at Colorado State University, has been leading mixed-methods educational research and evaluation projects for more than a decade. Her research interests center around understanding and advancing educational equity for youth, particularly through policy, partnership and classroom practice. Much of her research has focused on science and mathematics education, educational technology, and innovative teaching and learning. Corinne earned her Master’s Degree in International Education Policy from Stanford University and spent many years as Senior Education Researcher at SRI International.

Aleandra Pinder is a Ph.D. student in the Education, Equity, and Transformation program and an instructor for teaching in the U.S at Colorado State University. Aleandra holds a Masters of Science in Reading/ESOL education, Bachelors of Science in Education from Florida Memorial University, and a Certificate in Diversity and Inclusion from the University of South Florida. Aleandra has seven years of K-12 teaching experience and nine years of international student recruitment in higher education admissions enrollment. Her research interest includes international students enrolled in STEM programs, SEVIS policies, and international education in higher education institutions.

Lauren Vilen, MEd, is a doctoral student in the School of Education. Her research interests include environmental adult education, community-based education, and the professional identity and development of non-formal educators.


3:00 – 4:30pm Sessions

Presented by Allison Swanson, Anna Walker, Barb Maynard, and Andy Swanson

Session Description: One essential step in making education inclusive is creating course materials that are accessible to all students regardless of disability or learning style. Participants will learn what Universal Design for Learning (UDL) is, how it affects all students, what simple steps they can take to implement UDL in their own courses, and, through a hands-on workshop, how to create two common forms of accessible media: PDF documents and closed captions. We will present contemporary UDL research that suggests the use of UDL principles in the classroom not only grants students with disabilities equal access, but also benefits students with diverse learning styles (Dallas, et al., 2016; Boothe, et al., 2018; Fovet, 2020). Research also suggests that educators receiving some form of UDL training can increase their lesson plan writing skills and create more responsive learning environments (Unluol Unal, et al., 2020). Participants should come prepared to work on their own PDF files, scans of hardcopy texts, and/or videos in Echo360 needing captions.

Zoom Format: Webinar

Session Audience: All audiences

About the Speaker(s): 

Allison Swanson is the Assistive Technology IT Coordinator and Accessibility Facilitator for the Assistive Technology Resource Center at CSU. She supports assistive technology for students and employees across campus. She also works to enhance awareness of electronic accessibility and to foster a proactive, inclusive approach to the problems caused by inaccessible electronic materials and systems.

Anna Walker is the Campus Service Coordinator at the Assistive Technology Resource Center. She supports the assessment and implementation of assistive technology with employees and students on campus, allowing for successful participation in their work and educational roles. She also supports campus members in creating accessible electronic materials.

Barb Maynard, an instructional designer at TILT, works with TILT staff, the Student Disability Center and instructors to provide accurate closed captions and American Sign Language interpretation for course videos.

Andy Swanson is a Coordinator for Accessible Course Audio and Video at TILT and manages the student team that provides accurate closed captions for academic accommodations.

Presented by Ross Atkinson and Louise Jennings

Session Description: This presentation is meant to explore the concept of critical empowerment through the perspectives of two unique populations: youth and veterans. Grounded in Freirean critical tradition and current international research in civics education, our discussion will focus on what critical empowerment is, what it means to feel empowered in one’s community, and how critical empowerment can be a tool for both individual and community transformation. While there will be times that the presenters speak about the topic at length, this talk will be held in an interactive format that encourages audience participation and engagement.

Zoom Format: Meeting

Session Audience: Students, Educators, Youth Program Coordinators, Community Members, Veterans, and Veteran Program Coordinators

About the Speaker(s): 

Ross Atkinson is a Ph.D. student and graduate teaching assistant in the Education, Equity, and Transformation program in the School of Education at Colorado State University. His research interests include examining veteran reintegration, student-veteran education, and methods of critical empowerment for both youth and veteran populations. Ross also facilitates a writing workshop for local veterans.

Louise Jennings is a Professor of Education in the School of Education and co-chair of the Education, Equity, and Transformation Ph.D. program. Dr. Jennings performs research in areas of youth empowerment and critical dialogue, participatory democracy and education, critical multicultural education, and inquiry-based pedagogies and inquiry-driven professional development.