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During the Conference, we invite you to express what diversity means to you through the medium of mosaic. Stop by the third floor of Rose Library to try your hand at mosaic creation and contribute to a lasting piece of art.  Participants will have the opportunity to select from a beautiful array of glass tile to create a piece that will measure 6” x 24” and be placed on permanent display at Rose Library.  Mosaic artist Sarah Swanlund, along with members of the Libraries & Educational Technologies Diversity Council, will be on hand to help and inspire.  Aprons and all materials will be provided.

Nothing About Us Without Us! Campaigning for Disability Rights

Presented by: Adnan Al Abdoudi, Mona Abdelajawad, and Ken Rutherford

Through personal stories, listen to these three juggernauts of the global disability rights movement talk about their past work, challenges faced, and the state of disability rights today. Mona Abdelajawad, human rights and disability activist, and Adnan Al Aboudi, a disability rights advocate working with the Jordanian Higher Council for Affairs of Persons With Disabilities, present on global disability rights and the situation of Syrian refugees with disabilities. Longtime colleague of Adnan and Mona, Dr. Ken Rutherford, a JMU professor and director of the Center for International Stabilization and Recovery, will moderate. In addition, Mr. Al Aboudi and Dr. Rutherford will discuss how their life-changing disabilities led them to this work. There will be time at the end of the session for questions and discussion with the presenters.

Engaging With Black Lives Matter and Supporting Our Communities

Presented by: Michael Mungin, Yasmeen Shorish, and Kristen Shuyler

Session background: In October 2016, the Diversity Council of Libraries and Educational Technologies produced book displays in Carrier and Rose Libraries that focused on "Understanding Black Lives Matter." The council wanted to provide information on this social movement within the context of national history and racial identity. A list of books that covered topic areas of criminal justice, Jim Crow, racism, and the Black experience - among others - was generated, along with two informational placards. One placard placed the Black Lives Matter (BLM) movement within historical and social context, while the other placard offered a preemptive response to the question "Why not All Lives Matter?"  Within 48 hours of launch, the "Understanding BLM" placard was defaced with marker, scratching out "Black" and writing "ALL." This act provided an opportunity to constructively respond in a way that simultaneously acknowledged the emotions (fear, threat) that our community who identify with BLM may have felt, while preserving the act of vandalism for historical and public record. The Libraries constructed a communication plan that promoted the displays, while acknowledging the vandalism, and received generally positive feedback from a large community: students, faculty, and alumni. On social media, tweets supportive of the book displays garnered hundreds of re-tweets and the Facebook post promoting was shared 24 times. In this session, participants will hear the strategies employed by LET to both produce the outreach event and respond to the vandalism. Participants will respond to questions from the panelists that address their engagement with BLM and how they may want to incorporate diversity-related issues into their classrooms/service/research. Participants will also engage in dialog around future outreach efforts and will discuss the various issues around social media as a communication strategy.

Diversity Through Internationalization: Fulbright, INU, and More

Presented by: David Owusu-Ansah, Ed Brantmeier, Jennifer Coffman, Lee Sternberger

International education happens in many ways.  It certainly includes what we do when we lead study abroad programs or participate in international learning exchanges, but it also includes the variety of ways in which we broach subjects of global importance within our classrooms, through our assignments, and via our engagement with our colleagues around the globe.  International education, therefore, is committed to issues of diversity — by opening our minds to different worldviews and practices and making these tangible to others, we better prepare ourselves for productive global citizenry.  In this session, our panel will talk about opportunities to work with and potentially be Fulbright Scholars, participate in the International Network of Universities’ Shadowing Program, explore International Association of Universities opportunities, and more.

Career Development for International Students

Presented by: Hunter Swanson and Venus Miller

Over 550 international students are currently attending JMU. International students have the opportunity to perform internships in the U.S. and the ability to work for at least one year on a student visa after graduation. A recent survey of international students performed by NAFSA found that access to jobs and internships was a key motivating factor for attending university in the U.S., but also the most commonly cited area of dissatisfaction among international students. International students face additional challenges in the job search market including visa regulations that limit employment access and unfamiliarity with U.S. style resumes, cover letters, and interviews. This session will provide an overview of the unique career development challenges faced by international students, as well as strategies for providing helpful guidance.

Ethical Reasoning Across Cultures: Curriculum and Assessment Considerations

Presented by: Vesna Hart, Carol Lena Miller, and Kristen Lynn Smith

Higher education institutions face a fundamental question when determining how to nurture student efficacy in a global world: what do students need to know and be able to do when they leave our campus and work collaboratively across cultures to address complex global problems?  Furthermore, can higher education prepare its graduates to be effective decision makers using ethical reasoning across cultures?  These are big questions which require cross-cultural and interdisciplinary answers.  In this session our panel will share lessons learned from development, implementation, and assessment of the curriculum "Ethical Reasoning across Cultures" in a multi-institutional, short-term international program.  The panel will present the context of the project and assessment results.  Presenters will challenge participants to consider application of the 8KQ framework with globally diverse groups of students.  Participants will have an opportunity to discuss relevance of the lessons learned from this project to their teaching.

Whitewashing in the Media

Presented by: Talé Mitchell

Whitewashing is the process of digitally manipulating photos so that the complexion of the model’s skin is lightened.  Although this has become a widespread practice in the media, what is whitewashing visually communicating to the viewers? What are the effects of whitewashing in the media on the target market of the advertisements? How might whitewashing influence self-esteem and perceptions of beauty? This topic fits perfectly with the theme of this year’s Diversity conference. As scholars, we should advocate for the media to accept the diversity of skin complexions as standards of beauty; “all [should be] included” in the media so that “all [will be] engaged in the media. Academics have investigated body image manipulation and found that it negatively affects self-esteem (Bond & Cash, 1992; Borges, 2011; Reaves, Bush Hitchon, Park, & Woong Yun, 2004) and perceptions of beauty (Antioco, Smesters, & Le Boedec, 2012; Atkinson et al., 1996; Bond & Cash, 1992; Brown, 2014), yet none have explored how the lightening of a model’s skin by whitewashing may impact the viewers’ self-esteem or perceptions of beauty.  This session will begin with a presentation on whitewashing that explains the phenomenal and exploration of possible theories that demonstrates the effects of whitewashing.  This will be followed by an eight-minute video that presents the results of a content analysis on alleged whitewashing cases that are currently in the media. Following the video, there will be an open discussion idea sharing for future research and a Q&A about whitewashing.

Promoting Student Engagement and Social Justice Through Multicultural Research and Mentorship

Presented by: William Esswein, Paul Mabrey, and Chris Hogan

Higher levels of student engagement in undergraduate activities, such as research, have been shown to correlate with higher levels of satisfaction with one’s undergraduate experience (Johnson, 2016) as well as better learning outcomes (Bonet, 2016).  Results of self-studies can help us understand and then improve the alignment of practice in education (Loughran, 2007).  The Madison Matters self-study project, conducted by James Madison University Cultural and Racial Diversity Studies (CARDS) Lab, examined student engagement through participation.  Workshop presenters will share findings from the project and what undergraduate students gained by participating in student driven diversity research.  Workshop participants should learn some ideas for how hands-on, practical experience in undergraduate research can be used as a platform for deeper student engagement on issues related to social justice and diversity.

Slights, Snubs, and Insults - What's THAT Supposed to Mean?: Using the 8 Key Questions to Ethically Engage Micro-aggressions in the Workplace

Presented by: Jenne Klotz and Mark Lane

“Micro-aggressions are the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership. The first step in addressing micro-aggressions is to recognize when a micro-aggression has occurred and what message it may be sending. The context of the relationship and situation is critical.”  (Adapted from Sue, Derald Wing, Micro-aggressions in Everyday Life: Race, Gender and Sexual Orientation, Wiley & Sons, 2010.)  This session will include a brief description of how LET has structured the conversations, followed by an interactive experience of reading through a scenario and using the 8 Key Questions framework to discuss it and arrive at a group decision.  Using a scenario entitled "Slights, snubs and insults--what's THAT supposed to mean?" participants will be exposed to a variety of micro-aggressions that may occur in the workplace, and then guided through a decision making process to determine how to proceed while preserving and possibly improving working relationships. This session is a reprise of an event held by LET in the spring of 2016.

Blind Audition: Selecting New Employees Without Bias

Presented by: Gail Napora and Jennifer Kester

A blind audition is one where a musician’s performance is evaluated only by “ear” and not by seeing the performance. In an interview this can be done by understanding bias and suspending personal preferences in favor of job dimensions. In this interactive session, experience a blind audition of music to become more aware of implicit bias, learn ways to suspend normal preferences, and then practice interviewing without bias using appropriate questions.

Diversity Initiatives:  Coming Together for a Common Cause

Presented by: Monyette Martin, Johnice Brown, James Pennix, Alphonso Garrett, Valerie Gregory, Yoma MIller, Randy Tripp, and Ashley Woodard

Now more than ever the terms "access", "diversity" and "inclusion" are tossed around and discussed in higher education circles.  But what is actually being done to address these issues?  What are you doing?  This session will address these questions and show how talk was put into action when a group of admissions officers from several universities teamed up to tackle the issues, strengths and challenges of recruitment, outreach, marketing and retention for the under-represented, first generation and under-served student populations within the Commonwealth of Virginia.  Come hear about new ideas on diversity recruitment and discovered best practices from a panel of admissions officers representing institutions throughout the Commonwealth.

Gen Z is Here!

Presented by: Jennifer Campfield

Move over Millennials and make room for Gen Z. Generational diversity is a hot topic as Gen Z joins the Silent Generation, Baby Boomers, Gen X,  and Millennials in the workplace. In large organizations, it has been common to find employees from four different generations working side by side, and now we need to find ways to effectively include this new generation. There are important differences between the generations when it comes to attitudes about education, work, technology, and work/life balance. Come to this session to examine the social construct of generations, explore the basic characteristics of the five generations in today’s workforce, and explore the differences between Millennials and Gen Zers.

Conversation About Supporting and Engaging Our First Generation Faculty, Staff and Students

Presented by: Donna Harper and Art Dean

This session will provide an opportunity for faculty and staff to share and present suggestions on how to engage and support all at JMU who represent this social identity. Join Donna Harper, Vice-President, Access and Enrollment & Art Dean, Executive Director of Access and Inclusion as they share some of the efforts that have taken place but really focus new or expanding opportunities for the JMU community from participants.  It is open to everyone, you don't have to be a member of this group to share ideas or support.

Assistive Technology for the Workplace and Classroom

Presented by: Paula K. Martin, Career Pathways for Individuals for Disabilities, Department for Aging and Rehabilitative Services

This is a project of the Department for Aging and Rehabilitative Services and Department for the Blind and Vision Impaired.   Join us for an informal information session & display to learn more about assistive technology and training opportunities related to advanced manufacturing and information technology. 

The Global Campus Toolkit: International Students in the Classroom

Presented by: Delo Blough

This session will provide an introduction to JMU's Global Campus Toolkit (GCT), designed in part through an IDEA grant.  The Toolkit contains information about select country educational systems, cultural dimensions that may impact learning, a practical guide to name pronunciations, and additional information to enhance teaching of international students.   Information about Hofstede's cultural dimensions will be shared, with specific examples from JMU classrooms.  [Hofstede, Geert. (2001) Cultural Consequences, (2nd ed.).  Thousand Oaks, CA: Sage Publications.]  Review of the cultural dimensions from countries most represented on JMU’s campus will follow, with suggestions about how those dimensions may impact learning in the American classroom. 

Evidence-Based Training for Peer Educators Working With Linguistically Diverse Students

Presented by: Kristen Shrewsbury and Kassandra (KC) Collazco

Our session begins with orienting the participants to JMU's commitment to internationalizing our campus, including providing worldview-expanding opportunities for our domestic students as well as inviting international visa-holding students to attend a world-class institution for undergraduate and graduate study. We will then introduce an evidence-based, responsive and pro-active training program designed to support an inclusive campus environment that welcomes linguistically diverse students through educating our peer educators, a population which offers a valuable and unique resource to new students. Campus peer educators at JMU work across disciplines and in various capacities to develop professional skills, build community, and support learning for all students. Our presentation will address how faculty and staff who recruit, train, and manage peer educators can customize this training template for their own peer educators. 

Engaging Diversity Awareness: An Exploration With Poetry, Icebergs, and Creativity

Presented by: Karen Myers and Christina Kuo

Writing a “Where I’m From” poem and filling out one’s own personal iceberg are two diversity awareness activities used to enhance self-reflection around personal identity. Session participants will hear about how these activities are used in different classrooms across discipline settings as well as engage in these activities themselves as a way of promoting the Diversity Conference theme of “ALL Included ALL Engaged.” Time will also be set aside for session participants to reflect on their experiences in doing these activities and discuss the usefulness of them and other ideas to build awareness and acceptance around diversity issues. By articulating insights about their own identities during these activities, participants identify the many different forms and intersections of diversity that make up identity. Information presented and ensuing discussions will follow the principles of cultural humility, which will be shared at the beginning of the session as a guide to the time spent together (Tervalon & Murray-Garcia, 1998).

So What is Inclusive Pedagogy Anyhow?

Presented by: Ed Brantmeier

Inclusive pedagogy involves all learners and recognizes the diversity of social identities that influence the learning environment.  Yet formal, operational definitions of inclusive pedagogy remain scarce and overly general.  Finding a common language for JMU inclusive pedagogy efforts and finding specific action steps to implement inclusive pedagogy are important.  This interactive workshop aims to continue the ongoing JMU conversation about how to ensure all are included in the classroom and all are engaged in the classroom.  A web of inclusion experiential activity will ground conversation regarding "How do we create learning conditions for all to fully participate?"  Participants will be asked to commit to specific action regarding the following question, "In these uncertain times, what will you do to create a culture of inclusivity, equity, and diversity on campus?"

Your Inclusive Syllabus: Making What's Hidden Visible

Presented by: Andreas Broascheid

Instructors in higher education tend to have expectations about what students know, how they should behave, how they should think, how they should go about working towards success in a class. Syllabi and other course documents explicitly communicate some of these expectations, but others are implied–instructors assume that students know them. Such implied assumption constitute what some authors call a "hidden curriculum." This hidden curriculum can exclude and disadvantage students who are not in the know. This workshop asks to what extent syllabi can communicate the hidden curriculum, foster values of diversity and inclusion, and set the stage for truly inclusive courses. Participants are asked to bring their own syllabi and will have the opportunity to review and change them to foster inclusive teaching practices, using elements of a rubric developed for that purpose. (The facilitator will provide example syllabi for those who do not bring their own.)

Perceptions of Cultural Competency and Acceptance Among College Students: Panel Discussion of Implications for Diversity Awareness

Presented by: Theresa Enyeart Smith, Georgia Polacek, Amy Russell Yun, and Terry Wessel

A three-year study was conducted within the Department of Health Sciences assessing undergraduate and graduate student attitudes about the following: how diversity was addressed within their curricula, faculty skills and practices related to diversity, perceptions about personal knowledge of diversity issues, and their perceived ability to be a culturally competent health professional. Participants were also asked about their personal involvement in diversity-related activities on-campus, their perceptions about the university’s focus on diverse populations, and for their comments/suggestions regarding how the department could support diversity. This session describes the findings from this study and identifies student diversity-related experiences.  A panel of student representatives from varying student organizations and groups across campus will provide an opportunity to further this discussion with participants and explore student perceptions and suggestions for providing an inclusive environment to meet the needs of all students. The discussion is aimed to identify what individuals feel it is like to be on campus while not feeling like they fit in with anyone else; what students would like others to know and/or understand; how the student representatives feel JMU is doing in relation to diversity; and how JMU can improve, based on their personal experiences. This panel discussion can help the JMU community to recognize that although we are striving to expand diversity, it is a dynamic process.

Teaching Diversity, Inclusion, and Activism in General Education Courses

Presented by: Jessica Davidson, Allison Fagan, and Mary Gayne

In the wake of the recent national political climate of intolerance to diversity, these panelists will discuss their experience teaching issues related to diversity, tolerance, and activism in their general education classes.  From various departments, the panelists bring their pedagogical expertise in race, gender, nationality, religion, and sexuality.  What assignments, discussion topics and arrangements, and other teaching tools work best in the general education classroom?  The panel aims to present examples of teaching tolerance to inspire all faculty, whether versed in diversity or not, to adapt these suggestions to their JMU classroom.

Brave Spaces: Creating Transformative Learning Environments for All

Presented by: Emily Gravett and Emma Oxford

“Safe spaces” has become a controversial term, especially in higher education. At the beginning of this school year, for example, the University of Chicago Dean of Students sent a letter to all incoming freshmen, cautioning them not to expect any “intellectual safe spaces where individuals can retreat from ideas and perspectives at odds with their own.” It set off a national debate. Safe spaces, as characterized by a New York Times piece, “are an expression of the conviction, increasingly prevalent among college students, that their schools should keep them from being ‘bombarded’ by discomfiting or distressing viewpoints.” In a tumultuous post-election climate, it seems especially important to ensure that all learners feel safe and included. But teachers also have an obligation to engage and even to challenge or unsettle. We fear, however, that the concept of “safe spaces” has accrued too much baggage to be useful for creating these conditions so essential for learning.  In this interactive session, we aim to shift the conversation by offering the concept of “brave spaces” as a productive (and less loaded) alternative to “safe spaces,” modeled after the work of social justice educators Brian Arao and Kristi Clemens. The notion of “safety,” they suggest, may seem incompatible with the risks, difficulties, controversies, differences, discomfort, or disorientation that accompany any deep or transformative learning. Bravery, on the other hand, connotes vulnerability and strength, pain but also possibility. It highlights and honors that learning is difficult and that it takes a great deal of courage. Among session participants, we will facilitate a discussion about how “brave spaces” differ than “safe spaces,” what new concerns or critiques this concept raises, and what specific strategies or approaches they can use to include and engage all learners.

The Role of Diversity Reading Groups in Creating a Climate for Social Justice

Presented by: Claire Lyons, Kala Melchori, Krisztina Jakobsen, Melanie Shoup-Knox, Kimberly DuVall, and Pam Gibson

In this session we will discuss the process of forming and maintaining a Diversity Reading Group.  We will give an overview of the readings that were selected and why they were chosen.   We will describe the challenges we have faced and the opportunities that have arisen.  The exchange of ideas in a safe space has challenged our individual perspectives while providing a scaffold for our learning.  Moreover, the group has created an important sense of community and joint effort in furthering the cause of diversity in our department.  At the same time, we acknowledge that Department of Psychology is not ethnically or racially diverse and that consequently, we face particular challenges when it comes to understanding ethnic and racial diversity.   In our discussion, we will consider how increasing diversity competence through our reading group can help us to be allies to our students and fellow faculty, and also create a department climate that will facilitate the recruitment and retention of diverse faculty and staff.

Disability Awareness 101

Presented by: Cindy Roberts, Director of Business and Corporate Initiatives for the Department for the Blind and Vision Impaired; Tish Harris, Pathways for Individuals with Disabilities; and Penny Wetherell, Department for Aging and Rehabilitative Services

This interactive session will address common myths about working with individuals with disabilities, and change your focus from their disability to their ability.  Diversity enriches businesses and classrooms, so please join us in this relaxed atmosphere where there are no wrong questions.  Take the dis out of disability! 

Prejudice, Diversity, and "Entitativity:" How we Form 'Self and Other' Opinions of 'Groupness'

Presented by: Lou Pugliese, Bridgewater College

The workplace is increasingly and incredibly diverse.  Our expressions in that environment will enhance or limit the personal growth, curiosity and creative abilities of ourselves and our fellow associates.  A key factor in personal development is awareness of how one forms individual impressions (consciously and unconsciously) of "others", even when there are no discernible identifiers such as race, age, and gender.  The obscure but incredibly valuable concept of "entitativity" (Campbell, 1958) provides new perspective on recognition and sensitivity to respect others in the workplace or any social setting. Participants will experience a PowerPoint guided lecture on diversity awareness and workplace considerations. They will have the opportunity for group engagement in a number of audience response scenarios including:  Identification of Stereotypes, “Cultural Competence Checklist: Personal Reflection” from the American Speech-Language-Hearing Association (2010), and Michigan State School of Journalism Bias Busters guide to cultural competence.

JMU Through Our Eyes: An International Perspective

Presented by: Thomas Lavenir and a student  panel

This session is designed to expose the JMU community to some of the experiences that JMU international students face, especially as the number of international students continues to grow. What better way is there but to ask the experts (international students) themselves to share their own experiences in a panel format. The first portion of this session will consist of a small ice-breaker activity allowing participants to understand one aspect of being a JMU international student. The main portion of the session will consist of the experts and an ISSS office staff member sharing their own experiences as they relate to the issues most relevant to the audience as well as allowing the audience members to ask their own questions. Last, but not least, a list of resources for international student allies to refer to will be provided.

JMU and the Shenandoah National Park: Partnerships and Possibilities

Presented by: Michael Davis, Laura Mack, and Katie Shedden

During the Spring of 2016, the Advanced Topics in Advocacy Studies course partnered with the National Parks Service and the Shenandoah National Park to collect a series of oral histories and conduct archival research to examine the ways that race, gender, class and other factors influenced the formation and development of the park. This presentation examines our initial findings and explores ways that this research can be expanded to incorporate the large variety of the artifacts and oral histories associated with the park. Our research focused on descendants of displaced residents, African-American visitors to the park during the early years, and park employees. The intersection of these different groups is examined and compared to create a more robust and complete historical account. Participants will be encouraged to explore the steps to creating such a program, including the challenges of working with an "official story" that may not mesh with public understandings/feelings on the issue.

Six Ways to Learn About One Another

Presented by: Kelsey Tate

Valuing one another requires knowing one another beyond the work we do.  Just the thought of icebreakers and team building exercises can be enough to induce anxiety in your coworkers but with the right activity, it is possible to learn new things about each other in a low-risk and fun way.  This interactive session will be a place to practice 6 activities you can take back to work for use before or after meetings, events, and workshops.

Shadowing as Alternative Learning: Engaging With Culturally and Linguistically Diverse Colleagues

Presented by: Lisa Schick, Abdel Rabie, Rehab Mansour, Marijn de Waal,  Ingrid Garcia de Lazo, and Frank Viscomi

Shadowing is a major learning technique in industry and can be applied in academic institutions as well.  Industry and other segments of the workforce value teamwork and a shadowing model provides real opportunities for teamwork.   Shadowing can take many forms and may be described with field specific terminology such as medical residency, student teaching, apprenticeship, internships and other credit and non-credit learning experiences. In this session, we will discuss how we at JMU might engage with and include in our work, culturally and linguistically diverse professionals and other experienced workers.  Panelists will provide background information on shadowing models and goals to assist immigrants and refugees in returning to their professions; share their opportunities to work in their chosen profession after arriving in the United States; share their journey taking English classes at Career Development Academy to becoming its Program Support Specialist; describe the engagement of the ESOL Career Development Academy at JMU and the local immigrant and refugee community.  Presenters will also provide an example of experiential learning from the International Leaders in Education program.

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