Schedule

Unlocking Potential: Recruiting & Developing Diverse Professional Communities

Location: Madam C.J. Walker

In an era where diversity is not just a buzzword but a catalyst for innovation and success, this session goes beyond conventional approaches, diving deep into the strategies and nuances of building vibrant, inclusive professional ecosystems. The compelling business case for embracing diversity will be unraveled, followed by uncovering the layers of recruiting and developing diverse talent. The session will equip you with tools to step into the role of an inclusive leader and discover how to create a culture where diversity is celebrated and integrated into the core fabric of professional communities.

Presenter(s):
Vicky Hidalgo, M.A.
Nordstrom

The Diversity Officer Tune Up

Location: School of Medicine

This session brings together chief diversity officers and higher education executive leaders to explore innovative strategies, share best practices, and foster collaboration to advance diversity, equity, and inclusion (DEI) in our organizations. Participants will hear from thought leaders during a panel session, engage in a critical exchange of resources, and utilize past and present learnings to address executive leadership-themed scenarios that address current DEI challenges.

Presenter(s):

Dionne Jackson, Ed.D.
Depauw University

D'Angelo Taylor, Ed.D.
Belmont University

James Wallace, Ph.D.
Indiana University Northwest

Student Leadership Development Institute

Location: School of Medicine

In the dynamic landscape of higher education, cultivating effective and inclusive student leadership is paramount to fostering vibrant campus communities. This pre-conference institute delves into the intricate tapestry of identity factors that shape the experiences and contributions of college student leaders. This session provides a comprehensive exploration of how various aspects of identity intersect and influence how student leaders navigate their roles on campus to be impactful change agents.

Drawing on research, case studies, and interactive discussions, facilitators will guide participants through the multifaceted dimensions of identity, including but not limited to race, gender, sexual orientation, socio-economic background, ability, and more. By examining the intersectionality of these identity factors, attendees will gain a nuanced understanding of the diverse challenges and opportunities that student leaders encounter. Participants will leave equipped with practical tools, resources, and a renewed perspective on enhancing their college leadership programs to be more responsive and inclusive.

Presenter(s):

Angie Wellman, Ph.D.
The Ohio State University

Nathan Nguyen, M.Ed.
Western Michigan University

Quanta Taylor, Ed.D.
University of Louisville
 
Angelica Smith, M.S.Ed.
Marian University

Re-Thinking of a Master Plan: How We Reimagine Higher Education Classrooms Through A Critical Lens

Location: School of Medicine

This workshop aims to collectively conceptualize what criticalness can and should be in today's higher education classrooms. Given national conversations on diversity, equity, and inclusion (DEI) in higher education, presenters use this workshop to reimagine how DEI is valued and functions through current attacks on DEI principles. Facilitators will work with participants to define criticalness and how it relates to prominent theories and frameworks, discuss how criticalness and value orientations connect to reshape higher education, and determine how participants can incorporate critical reimagination into their praxis.

Presenter(s):

Jessica McClain, Ph.D.
Indiana University

Christen Priddie, Ph.D.
Indiana University 

More Than Safe Spaces: Demonstrating the Individual and Institutional Value of Innovative Identity Centers

Location: White River C & D

In their earliest iteration, identity centers on historically white college campuses were viewed as safe spaces where marginalized students could find community and interact with individuals who shared their identity markers. With the continuous evolution of higher education, both in terms of institutional priorities and the demographics of admitted students, identity centers must also evolve beyond simply being places of refuge. This session focuses on the multitude of ways in which identity centers can enhance the institution's mission and priorities while enriching the experiences of students, faculty, staff, and alumni.

Presenter(s):

Rosevelt L. Noble, Ph.D.
Vanderbilt University

Fabrice Jacques, B.S.
Student Ambassador President
Bishop Joseph Johnson Black Cultural Center

Dawn Efionayi, Undergraduate Student
President, Vanderbilt Black Student Association

Kayla Anderson, Doctoral Student
President, Vanderbilt National Panhellenic Council

Chidimma Ndubuisi, B.S., B.A.
President, Vanderbilt African Student Union

Empathetic Conflict: Navigating Difficult Conversations with Colleagues

Location: 102

This workshop equips participants with the skills to navigate difficult conversations with colleagues effectively and empathetically. Participants will learn to recognize and acknowledge diverse viewpoints and foster sensitivity in their approach to challenging discussions, leading to more constructive conflict resolutions. Practical empathy-based approaches empower participants to turn complex interactions into positive outcomes for personal relationships and team dynamics. This comprehensive session ensures participants are well-prepared to handle difficult conversations and contribute to a more harmonious work environment.

Presenter(s):
Meg Nickless, M.S.ED
Indiana University

Designing Culturally Responsive Syllabi & Learning Events to Prepare Students for Diverse Immersive Opportunities and Beyond

Location: 103

Now more than ever, it is critical that professors of all disciplines consider more engaging and authentic approaches in preparing college students for their future prospective professions. How can educators reflect upon approaches regarding ways to improve practices? How can educators ensure that students truly connect theory to action? How can educators scaffold learning opportunities for students to "practice" desired course outcomes within a safe, supportive community?

This session explores a teacher educator's reflective process of intentionally developing a syllabus, materials, and a corresponding course to better equip undergraduate and graduate students for culturally relevant clinical experiences within a summer literacy program.

Presenter(s):

Breanya Hogue, Ph.D.
Purdue University

The Value and Impact of Rurally Centered Colleges and Universities

Location: 104

A candid conversation with two regional campus chancellors.

Presenter(s):

Mark Canada, Ph.D.
Indiana University Kokomo

Dennis Rome, Ph.D.
Indiana University East

Achieving Equitable Outcomes During Volatile and Uncertain Times

Location: White River A

Higher education leaders are confronted with the perfect storm - from the enrollment cliff to the U.S. Supreme Court's eliminating affirmative action in admissions to political legislation attacking diversity, equity, and inclusion to the general public's increasing skepticism of college and university's value efficacy.

The session provides an opportunity for participants to (a) discuss these challenges, (b) receive a set of strategies and tactics that contribute to advancing equitable outcomes, and (c) feel more confident articulating the value and impact of their office's DEI work to key stakeholders.

Presenter(s):

Rashad Nelms, J.D.
Indiana University

Reimagining Accommodations: Beyond the "Bare Minimum" Approach

Location: White River B

Accommodations are critical to the success and thriving of disabled students, but most accommodation systems in higher education are restrictive, legalistic, and burdensome. This session invites attendees to reimagine how accommodations could be offered with a human-centered, trauma-informed mindset. Presenters will discuss reducing the burden with a "believing-first" framework, the problems with defining disability through medical and legal requirements, easing the transition from high school to college, and the logistics & challenges of advocating for these changes. Universal design and ways institutions can move towards integrating disabled perspectives into their culture will also be discussed.

Presenter(s):

Katelyn King, B.S.
Indiana University

Urban Girls Visuospatial Reasoning: Maps as Eco-cultural Tools to Leverage Lived Experiences And Spatial Reasoning

Location: 101

An afterschool club led by researchers from a Midwestern research-intensive university worked with 14 third- and fourth-grade typically marginalized girls (TMGs) in an urban elementary school to enhance their visuospatial reasoning by inviting them to work on art-based mathematics tasks. One task was to draw maps from their homes to the school (Cohrssen & Pearn, 2021). By analyzing TMGs' maps, club members learned about their visuospatial reasoning, lives, and cultural contexts. The presenter will discuss the groups’ argument that inviting learners to draw on their lived experiences encourages using their cultural (e.g., school and family) experiences that further develop their visuospatial reasoning.

Presenter(s):

Maria Eloisa Nuguid
Graduate Student
Purdue University

Lifting Disability Justice and Dismantling Ableism through Equity and Inclusion-Centered Community of Practice

Location: 105

In this workshop/presentation, the presenters will delve into the complex intersections of disability identity, institutional culture, and ableism. Drawing from their lived and professional experiences, they will illuminate the pervasive structures of ableism and how they manifest in institutional policies and practices, often marginalizing members of the disability community.

Participants will gain insights into the tangible impacts of ableism and explore strategies for dismantling these harmful practices. The presenters will share their journey in navigating apparent and nonapparent disabilities within the realm of diversity, equity, and inclusion work, offering valuable lessons and perspectives.

Moreover, the workshop introduces a robust framework for a Community of Practice centered on equity and inclusion, specifically targeting disability justice. Attendees will learn how to apply this framework within their institutional contexts to foster meaningful change and ensure that disability is recognized and valued as a crucial aspect of diversity. By the end of the session, participants will be equipped with practical tools and strategies to challenge ableism, promote inclusivity, and actively contribute to building more equitable environments for individuals with disabilities.

Presenter(s):

Katherine H. Betts, Ph.D.
Mercedes Cannon, Ph.D.
Indiana University Indianapolis

Introductory Workshop on Jewish Identity and Antisemitism on Campus

Location: White River C

Antisemitism is rising across the United States and on college campuses. This professional development workshop for university and college administrators provides an overview of Jewish identity, the diversity of Jewish experience, historical and contemporary manifestations of antisemitism, and how to address antisemitism within the context of free speech and academic freedom. It will delve into themes such as Jews, race, whiteness, the intersection between racism and antisemitism, understanding the relationship between anti-Zionism and antisemitism, and how antisemitism plays out on college campuses today. Participants will come away with an increased knowledge and awareness of antisemitism and their role in creating an inclusive campus environment.

Presenter(s):

Naomi Greenspan, M.A.
Academic Engagement Network

Human Resources and Diversity, Equity and Inclusion

Location: 101

The diversity, equity, and inclusion (DE&I) function deals with the qualities, experiences, and work styles that make individuals unique (e.g., age, race, religion, disabilities, ethnicity) and how organizations can leverage those qualities to support business objectives. It also includes matters focusing on diversity-related careers, communications, legal and regulatory issues, technology, metrics, outsourcing, effective diversity practices, and global diversity issues. It touches on but does not primarily deal with federal, state, and local equal employment opportunity (EEO) laws. These are encompassed under the EEO topic within the staffing management function (for EEO matters arising in the pre-employment context) and the employee relations function (for EEO matters arising within the employer-employee relationship). Studies show that teams or organizations of individuals with a diverse mix of qualities, experiences, and work styles tend to have a richer set of ideas, perspectives, and approaches to a business issue available. This overview covers the following major topics: Relationship with equal employment opportunity and affirmative action. The business case for DE&I. Designing a DE&I initiative. Elements of a DE&I initiative. Diversity recruitment and sourcing. Change management as it relates to diversity, equity, and inclusion. Careers in diversity.

Presenter(s):

Deborah Nicholas, M.B.A.
Indiana University Indianapolis

Standing on (Your) Business: Navigating the Transformational Journey of Self-Alignment

Location: 102

This interactive session explores the multifaceted barriers students and professionals encounter on their journey toward self-alignment. Delving into external pressures, fears, and internal challenges, the session offers insights into the complexities of maintaining authenticity in the face of societal expectations. Attendees will gain a deep understanding of the impact of comparison, competition, and self-esteem on their ability to align personal goals with genuine aspirations. Practical strategies for overcoming these barriers will be discussed, including self-awareness practices, goal-setting techniques, and boundary establishment. By the end of the session, participants will be equipped with valuable tools to navigate the path to self-alignment, fostering personal growth, and enhancing overall well-being during their college experience.

Presenter(s):

Angelica Smith, M.S.Ed.
Marian University

How our LGBTQ Centers Fail (and what we can do about it)

Location: White River A

In this session, participants will examine how LGBTQ+ Centers are built for a variety of members of the LGBTQIA+ communities, particularly Black, Brown, and Indigenous people, by insidious structures within higher education. With this in mind and using theories and tools such as intersectionality, examination of colonization, and power analysis, participants will leave informed and with tools to aid in moving their spaces closer to equity.

Presenter(s):

Nathan Nguyen, M.Ed.
Western Michigan University

Intersectionality and Critical Pedagogy: Reflections on Doing Better in Difficult Times

Location: White River B

This workshop will bring together ideas about how to develop and implement intersectional pedagogical practice in difficult times and include some definitions, historical examples, and ideas on how to challenge students to think intersectionally, even as we as teachers continue to hone our skills.

Presenter(s):

Michelle Moyd, Ph.D.
Michigan State University

Grant Funding, Faculty Development, and DEI

Location: 103

While many higher education institutions are reframing their mission and goals around diversity, equity, and inclusion, major federal research funders are increasingly requiring that grant proposals directly address the potential human, social, cultural, and/or environmental impact of funded projects. These requirements often include new proposal sections. For example, the National Institutes of Health (NIH) asks for a "Plan for Enhancing Diverse Perspectives" and the Department of Energy (DoE) now requires a "Promoting Inclusive and Equitable Research Plan." Whether writing a proposal for individual research funding or for a large research center, faculty must not only speak to the broader impacts of their research, but also develop actionable, measurable plans for enhancing diversity, equity, and inclusion within their fields.

This presentation will provide guidance with an overview of key trends in DEI-related requirements for research grants. The presenter will explore (a) avenues for meaningfully incorporating DEI-focused goals within your grant proposal or research project, (b) insights into how proposal reviewers evaluate DEI sections, and (c) resources for developing your DEI competency and plans.

This session serves the larger purpose of helping faculty bridge the gap between new, evolving funding requirements and their areas of expertise. Toward this end, those in administrative and leadership roles may find value in learning about the unique DEI grant consultation service developed within Michigan Engineering's Office of Culture, Community, and Equity.

Presenter(s):

Savannah Hall, Ph.D.
University of Michigan

The 9 C's and Dismantling the Necessity of Vocal Code Switching

Location: 105

This session focuses on the dangers of “Comfort” within academic music programs and its subsequent effects on courses of study, professors, and students and the presenter will envision solutions for more equitable musical environments.

Presenter(s):

Alonza Lawrence, D.M.
University of Illinois

SA Pro’s Groove: A Practitioner Transition Guide for Grad Students

Location: 104

This Beyoncé-themed, interactive presentation is a fun-filled session aimed to help graduate students with their transition from full-time student to full-time professional.

Presenter(s):

Kirby R. Gibson, M.S.
Michigan State University

Sachet K. Watson, M.S.
Indiana University

The Journey Through (A Toolkit For Undergraduate Students)

Location: 101

Designed to empower undergraduate students committed to social change, this toolkit is suited for those who have wholeheartedly dedicated themselves to fighting for social justice, often at the expense of personal well-being. As students passionately drop other commitments to lead social change movements, they often find themselves navigating a challenging path. "A Journey Through" provides essential tools for maintaining sanity and investment in the face of emotional and mental compromise that can follow intense activism.

This session delves into the crucial question: What comes after the movement? Recognizing the need for a broader perspective on life outside of activism, the toolkit addresses the often-overlooked aspect of post-movement well-being. Students are guided through strategies for self-care, resilience-building, and maintaining mental health while navigating the complexities of life beyond the immediate social change landscape. The toolkit covers practical aspects of maintaining balance, offering insights into effective time management, setting realistic expectations, and fostering a supportive community. It aims to equip students with the skills to sustain their commitment to social change while safeguarding their mental and emotional health.

Presenter(s):

Kyndra Gaines, M.P.H.
University of Toledo

Creating a Jewish Inclusive Campus Environment: Reactive and Proactive Strategies to Address Antisemitism

Location: White River C & D

Following up on the Introductory Workshop on Jewish Identity and Antisemitism on Campus, this session guides participants in applying their earlier learnings to think about and plan what they can do to create a more inclusive environment for the campus Jewish community both reactively and proactively. Participants develop response strategies to real-life scenarios and consider what they can do proactively on campus to support the Jewish community better.

Presenter(s):

Naomi Greenspan, M.A.
Academic Engagement Network

Librarians as Disrupters of Colonized Pedagogy

Location: 102

Academic libraries and archives may have extensive collections for research but have historically been unwelcoming to many communities. In this workshop, participants will learn about ways that librarians and archivists at the University of Illinois work to dismantle systemic structures in our spaces and partnerships. Librarians and faculty will have the opportunity to engage in dialogue with each other in meaningful ways to partner and promote student success inside and outside of the classroom. Additionally, examples of pedagogical methods that connect students to library resources and services in untraditional ways will be included.

Presenter(s):

Jessica Ballard-Lawrence, M.L.S., M.A.
University of Illinois

Maria Emerson, M.L.I.S.
University of Illinois

Victor Jones, M.S., M.Div.
University of Illinois

The BoDEI Issue: An Exploration of How Body Image Exists Prominently in DEI Struggles

Location: White River A

The bodies we occupy are consistently ridiculed by society for a plethora of reasons, including race, ability, size, and more. However, body image does not directly surface when discussing diversity, equity, and inclusion. Across social media, the conversation around “body positivity” is often co-opted by those who do not exist in the margins, further silencing the experiences of those who are underrepresented. Body image impacts everyone and historically has impacted others in far more critical ways. This session explores the impacts of body image, the unsolicited negative narratives associated with these experiences, and the importance of including the body in DEI efforts.

Presenter(s):

Ellise Smith, M.S.Ed.
Indiana University

Empowering Student Advocacy: Supporting Student Activists on College Campuses

Location: 103

Over the past several decades, college students with minoritized identities have engaged in activism to hold institutional leaders accountable for addressing oppression on their campuses. While engaged in activism, students have navigated challenges affecting their academics and social and emotional well-being. In this session, the presenters will share strategies educators and administrators can employ to support student activists and devote attention to the challenges educators and administrators with minoritized identities face as they navigate supporting activists without getting fired. Attendees will understand the voices and experiences of student activists with minoritized identities, reflect on their positionalities, and learn effective approaches for supporting student activists on their campuses.

Presenter(s):

Stephen Quaye, Ph.D.
The Ohio State University

A Love Letter from Institutional Leaders to Student Leaders.

Location: 104

Times are changing and evolution is constant. What should not change is the care, compassion, and love we demonstrate for our students. This interactive session is designed to spark ideas for developing and sustaining meaningful connection between institutional and student leaders. Critical areas such as student advocacy and engagement, mental health and well-being, sense of belonging, and more will be examined. It is the goal of this session to allow space for mutual dialogue, learning, and understanding to occur while centering the worldviews and perspectives each participant brings with them.

Presenter(s):

Brian Richardson Jr., M.S.Ed.
Ramir Williams, M.S.K
Indiana University

Commencement: Creating and Inclusive Culture of Belonging

Location: White River B

The origins of academic dress date back to the 12th and 13th centuries, when universities were taking form (Academic Regalia, n.d., Historical Overview of the Academic Costume Code, para. 1). IU and IU Northwest mirror the long-standing traditions of academic regalia that include long robes, hoods, mortarboards, and tams. This regalia is required for graduates attending graduation/commencement exercises. It is also a requirement for university leadership to participate in the ceremony and sit on the platform. Faculty are also invited to attend and process during commencement and convocation in full academic regalia. This tradition includes students, faculty, administration, dignitaries, advisors, and trustees. However, it excludes a population of the IU and IU Northwest community, the staff.

Presenter(s):

Amy Diaz, Ed.D.
Indiana University Northwest

We Are Not Equal! Strategies for Effective & Inclusive Curriculum and Instructional Design

Location: 105

The difference between Equity vs Equality and its impact on teaching and learning plays a significant factor in the classroom. Understanding the needs of the students in your classroom and their diverse backgrounds, and incorporating tools to help them adapt can reduce their stress and help them succeed. Pursuing higher education can be challenging and presents a plethora of potential stumbling blocks students have to navigate through. Unfamiliarity with academic pedagogical practices, such as language, classroom participation, active and collaborative learning, along with a lack of awareness of social rules, norms and skills may further isolate our marginalized students. The pandemic has also further exacerbated some of the self-isolating bubbles and silos. In this presentation, we will look at scenarios, and offer some ideas, case studies, and data to provoke curiosity and confidence in student learning. The presentation will include engagement with the audience through a couple of interactive activities to provide a greater appreciation for vocabulary and the way in which we explain things to our students. Furthermore, we will provide a case study to demonstrate how our students learn from diverse experiences and how it can be incorporated into any class or content area. This session will acknowledge different aspects of diversity in curriculum design and delivery; provide effective scaffolding strategies for instructional designers or faculty, to make education relevant and representative to all; and provide tools and strategies to improve the learning experiences for marginalized students. In fact, these tools can be helpful to all students. It is important that we find ways to help our students of color succeed!

Presenter(s):

Kristina Marshall, JD
Oakland Community College

Manisha Sharan, Ph.D
Baker College

Building Belonging in STEM: Diversified Feedback for Stronger Teams

Location: 101

Employers want graduates who excel in communication, collaboration, and teamwork (Dewar, 2023). Students who develop these crucial skills, which are elements of social development, also report a stronger sense of belonging, which can support degree completion and job placement, especially for students who have STEM-related risk factors (Strayhorn, 2011). But, giving and receiving honest feedback within STEM teams poses unique challenges, like technical judgment and navigating cultural differences. If STEM programs do not explicitly teach and support the development of these skills, then students will be ill-equipped to navigate collaborative workplace environments (Donia et al., 2018). This session shares practical strategies for structuring, integrating, and scaling diversified feedback mechanisms in a large STEM undergraduate course with team-based projects.

Presenter(s):

Alexis Peirce Caudell, Ph.D.
Logan Paul, M.S.
Indiana University

Canceled: Unveiling the Unexplored: Black First-Generation Students Pursuing International Education

Location: 102

Education abroad is among the most impactful high-impact practices (Kuh & Kinzie. 2021). Exploring abroad promotes the idea of cultivating leadership, cosmopolitanism, academic achievements, and retention. Research shows that our marginalized student populations may benefit the most from this experience, including our Black-first-generation students. Still, gaps in participation hinder the ability to understand these benefits fully.

Presenter(s):

Kayla Gill, M.S.W.
University of Kentucky

Intersectional Insights: A Five-Year Exploration of Interdisciplinary Co-Teaching in Communication and Black Studies

Location: 103

Presenters will highlight the significance of interdisciplinary co-teaching through the collaborative efforts of two Communication and Black Studies professors over five years. Together, they have developed and co-taught four courses that span diverse themes, including Health, Hip-Hop Music & Black Activism, Black Feminisms & Health Communication, Capitalism: Intersection of Sport & Black Activism, and Black Women & Cinema. The intentional focus on Blackness is central to each course, drawing from the professors' respective knowledge bases and home disciplines. We highlight three key elements of this collaboration: travel learning, word moments, and pedagogical pivots.

Presenter(s):

Dawn Chisebe, M.A.
Ohio Wesleyan University

Phokeng Dailey, Ph.D.
Ohio Wesleyan University

Empowering Future Educators with Simulation Learning

Location: 104

This poster will provide concrete examples of two simulation experiences that education students have participated in on the IU Southeast campus. The Walk A Mile In My Shoes: A Migration Simulation, where more than 100 education students participated with more than 25 community volunteers, and the Poverty Simulation, a collaboration between three schools: Education, Nursing, and Social Science, over a two-year period. The Poverty Simulation impacted 250 students, 150 community members, and 50 volunteers.

Presenter(s):

Cathy Johnson, Ph.D.
Indiana University Southeast

Exploring Institutional Support for Latine Students' Sense of Belonging in STEM at an HSI

Location: White River A

According to the Hispanic Association of Colleges and Universities (2022), the percentage of Latine students enrolled in Higher Education is growing faster than any other racial-ethnic group by over 10%, with projected attendance exceeding 4 million students by 2026. Currently, over two-thirds of all Latinx undergraduate students attend HSIs. Garcia (2019) indicates that it is challenging to serve a diverse student population because they will come with a diverse set of needs, requiring a variety of support initiatives. Calumet College of Saint Joseph has developed wrap-around support for incoming students in STEM. This presentation reports the findings of a qualitative study exploring Latine students' views on the college's interventions and perceived impact on students' sense of belonging in STEM.

Presenter(s):

Alyssa Rodriguez, M.S.
Calumet College of St. Joseph

A Nuanced Approach to Developing an Institutional DEI Certificate Program

Location: White River B

Viewers will be introduced to the diversification of training and development models and strategies for a nuanced approach to developing an institutional DEI Certificate Program outside of traditional approaches to developing DEI-related training and development when you have a small institutionally supported budget. Viewers will learn how to engage faculty by truncating curricular courses to be used for DEI training, recommended curricular courses to be audited, and reading lists of _____; the use of massive open online courses (MOOCs); local area programming; and the use of professional training platforms; listening resources featuring podcasts; viewing resources that include streaming services like Netflix documentaries; 52 one-sheeters on DEI Concept of the Week; and examples of microlearning.

Presenter(s):

Erin Carrillo-Stresow, Ph.D.
Colorado State University-Pueblo

Addressing Islamophobia: Dispelling Myths to Break down Barriers

Location: White River C

The post-9/11 era in the U.S. has exposed a significant degree of prejudice and bigotry towards Muslim people. More recently, the broad vilification of Muslims has served political agendas, resulting in calls for bans, registries, and other civil liberty threats to the lives of Muslims in America. In addition, there have been dramatic increases in hate crimes against Muslims due to the toxic climate of hateful rhetoric in recent months. In 2012, a violent hate-motivated attack on a Sikh temple in Wisconsin highlighted the fact that Islamophobia is not just an issue that only impacts Muslims in America. Meanwhile, underscored by the shooting of three Palestinian-descendent college students in Vermont, there continues to be widespread racial profiling, hate crimes, and bullying in the U.S. This program will benefit participants interested in learning more about Islam and Islamophobia, providing needed context to bridge divides.

Presenter(s):

Amer Ahmed, Ed.D.
The University of Vermont

Who Can Define Student Success?

Location: 101

In collaboration with students and staff present, a facilitator will engage students and staff in curated discussion questions to help define and determine who is responsible for student success and how to work towards ensuring all students are successful. Participants will have the opportunity to actively participate in developing what student success looks like.

Presenter(s):

Harrianna Thompson, M.Ed.
Indiana University Indianapolis

Navigating DEI in Government and Politics

Location: 102

TBD

Presenter(s):

Whitley Yates, J.D. Candidate
Indiana University
Director of Diversity & Engagement
Indiana Republican Party.

Inclusive Teaching Practices: Guidelines and Strategy

Location: 103

This workshop articulates the core concepts of inclusive teaching, including the significance of diversity, equity, and inclusion in educational settings. It will present the various dimensions of diversity and recognize the importance of creating an inclusive learning environment accommodating diverse backgrounds, learning styles, and abilities. The session will also focus on applying inclusive strategies to curriculum design.

Upon completion, participants will have the skills to integrate inclusive teaching strategies into their curriculum design process. They will be able to evaluate existing course materials for biases and barriers and proactively modify them to reflect diverse perspectives better and engage a broader range of learners. Participants will also learn to select and adapt instructional methods that promote active participation and equitable student learning outcomes.

Lastly, developing inclusive classroom management techniques that foster every student's sense of belonging and safety will be discussed. Participants will learn how to effectively address discrimination, bias, or exclusion within the learning environment. They will also develop skills to facilitate respectful and constructive dialogue around sensitive topics, ensuring that all voices are heard and respected while maintaining a positive and inclusive classroom atmosphere.

Presenter(s):

Sylvia Martinez, Ph.D.
Indiana University

Who is Centered?: Navigating Power & Politics at Your Institution

Location: 104

In the ever-evolving landscape of higher education, the question of who holds power and how it's wielded reverberates throughout institutions. This workshop delves into this critical inquiry, offering senior leaders a comprehensive exploration of the intricate dynamics of power and politics within the higher education sector and drawing on insights from diverse perspectives and experiences, fostering a robust exchange of resources, best practices, and research.

As senior leaders, attendees will engage in nuanced discussions to dissect the social and political complexities inherent in diversity, equity, inclusion, and access issues. Participants will unpack the multifaceted nature of power dynamics within institutional structures, critically examining how these dynamics shape policies, practices, and decision-making processes. By delving into case studies, real-world examples, and theoretical frameworks, attendees will gain a deeper understanding of the intersecting forces that influence who holds power, who is marginalized, and who is centered within higher education contexts. The workshop will (hopefully) equip senior leaders with practical strategies and tools for navigating power and politics within their institutions. From fostering inclusive leadership practices to advocating for structural change, participants will leave empowered to enact meaningful transformations that advance equity and inclusion for all stakeholders.

Presenter(s):

Nicole Johnson, M.S.
Rhodes College

Use your TED: Indigenous Education and Tribal Education Departments

Location: White River A

Engage with Indigenous education through the eyes of tribal education departments (TEDs) in this session led by Native educators. The Citizen Potawatomi Nation Department of Education will describe their challenges in bridging the gap between K-12 and higher education, and how colleges and universities can help TEDs support Native students on campus. Learn how to work towards Indigenous Education for all while respecting tribal sovereignty.

Presenter(s):

Rachel Watson, Ms. Ed.
Charles Lee III, B. A.

Believe, Become, Build: Framing the Science of Self-Care

Location: 101

Underrepresented/historically excluded faculty are asked to represent and advocate for their communities. In addition to the toll that is placed upon members of these groups, known as minority tax/cultural tax, the phrase self-care needs to be elevated and extended to address the additional burdens that are faced among these groups.

This presentation aims to address the limitations of ""self-care"" when applying a critical and expansive lens to reducing professional impairment. One question to be addressed self-care is framed. Key considerations for this presentation are that self-care is not the absence of stress, different stresses serve a purpose in professional development, and there are options on how to manage those stresses. The presentation will focus on time investments of historically excluded faculty and the effects of cultural tax. Empirically grounded recommendations and strategies will be made on how to reduce the negative sequelae of the cultural tax using social and tax analogies, thus reducing and managing harmful stress.

Presenter(s):

Laneshia Conner, Ph.D.
University of Kentucky

What I Learned Redesigning My Writing Courses for Equity and Inclusion

Location: 102

When it comes to diversity, equity, and inclusion, how do you actually get from the theory (DEI) to the practice (the classroom)? It starts with embracing change: Practice letting go. Be willing to throw away what serves no useful or meaningful purpose. Practice courage and vulnerability. Be willing to try something new, make mistakes, and learn through the process.

As a lecturer in business communication, the presenter has spent the last four years redesigning her pedagogical and assessment practices to improve student learning, foster a sense of belonging, and create and sustain equity. The presentation shares practical project-management strategies and resources in the hopes that it will empower other instructors to take concrete steps toward creating equitable systems that support inclusive classroom practices. Two key changes will be covered: 1) the design of an inclusive syllabus, and 2) the creation of an alternative and socially-just assessment practice that emphasizes student learning, growth, and reflection.

Presenter(s):

Emily Esola, Ph.D.
Indiana University

Strong Local Food Systems and Student Leadership: Activating Educational and Community Resources for Lasting Change

Location: 103

The supply chain and price disruptions of the COVID-19 pandemic exposed deep inequities in our global food system that were already familiar to lower-income shoppers and residents of food deserts. To address these long-standing challenges at the community level, the Madison Community Grocery Project (MCGP) is bringing together disparate local organizations to build a strong, equitable local food system in Jefferson County, Indiana. Partnering with K-12 schools and colleges, local businesses, area farmers, and more, MCGP is creatively leveraging community resources to address food insecurity by building a robust, farmer-friendly, income-sensitive local food system emphasizing education and community-building.

In this interactive session, participants will learn MCGP's community-building model, discuss the challenges facing their communities regarding local food access and food insecurity, and creatively assess the resources available in their communities. Participants will develop a basic model for activating their unique community's resources and form a sample plan to build their local food system with the goal of equitable access. This session will emphasize the importance of youth and student leadership in this process and will provide a framework for engaging youth at all levels.

Presenter(s):

Laura Arico, M.Div.
Madison Youth Unlimited
Madison Community Grocery Project

Jane Stormer, M.F.A.
Madison Community Grocery Project

Emily Powers, Class of 2024
Hanover College

Here We Go, Again: The Past and Present of Student Activism

Location: White River C

From butter rebellions to demands to decrease tuition and increase the diversity of the student body, student activists have spoken out for centuries, and protests have been a tradition of campus life. College campuses and higher education overall have been shaped and transformed by the generations of student activists. College campuses are historical microcosms of the greater world, and student activists are often at the forefront of recognizing and demanding change to bring their intuitions into the present.

This session will journey back to the past to highlight the history of student activism in higher education and the transformative power of student voices. It includes a discussion on current trends in student activism, how to support and continue the use of activism in the current cultural climate, especially when circumstances feel bleak, and how to celebrate the accomplishments of student activists, even when there is more work to be done.

Presenter(s):

LaSabra Williams, M.A.Ed.
University of Chicago

Transforming Lives Through Higher Education, Understanding Today's Latinx Adult Learner

Location: White River A

This poster explores an adult learner's pathway to completing an undergraduate degree who is Latinx, First Generation, Military Veteran, and a parent. Follow this incredible journey and see how the institution was able to use the associated student learning theories to support her.

Presenter(s):

Scott Amundsen, Ph.D.
Winthrop University

Martha Selmon, B.P.S.
Winthrop University

Reducing the Institutional Achievement Gap Using Faculty Communities of Practice to Increase the Use of Effective, Evidence-Based Pedagogies

Location: White River B

Grades earned at Indiana University Northwest followed a common pattern in which African American and Latine students earned markedly lower grades than students from any other ethnicities. The presenter will discuss how an array of modern, effective, evidence-based pedagogies were developed with an eye toward diversity, equity, and inclusion and introduced into ongoing classes. Student grades improved. The DFW rate was especially sensitive to the pedagogies.

Presenter(s):

Mark Hoyert, Ph.D.
Indiana University Northwest

Student Pedagogy Advocates: Encouraging Accessible and Equitable Teaching and Learning Practices through Student-Faculty Partnerships

Location: 101

As the classroom becomes increasingly culturally diverse, the focus on shifting pedagogical practices to encourage access and belonging becomes ever more important. This Big Idea poster explores the intersection of pedagogy, student-faculty partnerships, and the hidden curriculum in the context of our university's Student Pedagogical Advocates (SPA) program. For example, the hidden curriculum of a "good" student makes many assumptions about students' time and resources. So, the roles of SPAs are to serve as equity-oriented partners, facilitate the pursuit of pedagogical goals, and provide access to the student's voice. These partnerships foster student feelings of autonomy, competence, and relatedness in the classroom environment.

Presenter(s):

Kal Holder, Ph.D. Student
Purdue University

Leveraging an Existing Course to Create a Campus Subculture That Promotes Diverse Students' Success

Location: 103

Rates of college degree attainment among students from racial backgrounds that remain underrepresented in higher education are disproportionately low when compared to white students' graduation rates. Predominately white academic institutions tend to address these inequities through programs that increase the enrollment of underrepresented students without attending to their cultural or developmental needs. The impact of this widespread practice is that minoritized students commonly have negative ethnic-racial socialization experiences as they transition to college and inadequate opportunities to engage in ethnic-racial identity (ERI) development processes during their time there. These unmet cultural and developmental needs negatively impact academic and psychological adjustment outcomes foundational to college success. Research evidence indicates that higher education institutions can address these needs through the intentional design and thoughtful implementation of culturally engaging campus environments (CECE).

Consistent with similar programs designed to address inequitable academic outcomes at other predominately white institutions, the Hudson & Holland Scholars Program at Indiana University Bloomington has been successful at increasing the enrollment of Black and Latine students on campus but has failed to enhance their retention and graduation rates. The current research adapts the scholarship program's existing required course for first-year students to reflect the CECE framework principles to promote positive racial socialization experiences for underrepresented students and provide them with opportunities to engage in ERI development processes. This study uses survey data from first-year Hudson & Holland Scholars to test the impact of CECE-driven programming on students' ERI development, perceptions of their campus socialization experiences, and academic adjustment. Planned analyses include comparisons of students' ERI development and adjustment outcomes before and after their participation in the intervention, as well as comparisons of those outcomes between students who participated in the intervention and those who did not. Study findings will inform the implementation of future iterations of the program, and positive results may prove that culturally engaging campus subcultures are facilitative of diverse students' college success, offering a scaffold for broader institutional change.

Presenter(s):

Kristen Johnson, M.Ed.
Indiana University

Safe House Advising: Creating Inclusive Spaces Beyond Academia

Location: White River A

Research has shown that students who form one meaningful relationship are more likely to graduate during their undergraduate years. Academic advisors are among the few individuals on a large college campus who can form consistent relationships with students. Safehouse advising is a model that begins at the foundation of advising, pulling from developmental and intrusive advising practices. Advisors take a holistic and purposeful approach to students' success and well-being. In this practice, when advisors welcome students into their office, they give them the knowledge, guidance, and attention needed to succeed beyond academics. Using the illustration of a house, the presenter will show how advisors can start by being aware of their campus demographics and supporting students to graduation.

Presenter(s):

Onyx Uzomah, M.S.
Purdue University

Equitable Outcomes in STEM: The Role of a STEM "One-Stop" Resource Center on a Small Regional Commuter Campus

Location: White River B

IU Northwest's (IUN's) new STEM Center is the physically tangible representation of our "big idea" in greater equity in undergraduate STEM success. Funded through a U.S. Department of Education Hispanic Serving Institution STEM grant, the center provides a welcoming shared space for IUN and partner institution Ivy Tech Community College students to gather and take advantage of on- and off-campus opportunities in STEM-related fields. In addition to being a study and gathering space, the center connects students to STEM internships and jobs and provides STEM tutoring, mentoring, leadership opportunities, and on-campus employment. STEM majors are hired to work in an array of STEM-related roles as tutors, STEM summer bridge and classroom mentors, research mentees, and high school outreach mentors. This model reduces students' need for off-campus jobs, allows them to build skills in their field of study while still earning money for college, and builds a stronger sense of community on campus. Additionally, it has allowed IUN to expand STEM programming on campus and in the greater community.

This presentation will focus on outcomes of STEM Center programs related to student success, highlights of the IUN's Ivy Tech STEM partnership, and lessons learned.

Presenter(s):

Kristin Huysken, Ph.D.
Indiana University Northwest