Crown Affiliate Programs
SPRING 2024
Tuesday, February 6, 3:00-4:30 pm
Location: Honnen Classroom, room 101
Creative problem-solving (CP) techniques provide structured ways of finding multiple creative responses to problems in various contexts. This session will begin with an overview of the CP process, then walk participants through a problem-solving exercise.
Facilitator: Jessica Hunter
Thursday, February 8, 6:00-8:00 pm
Location: Berger Hall, University Center
Join CC students as we attend the Palestine/Israel teach-in at UCCS. This event is free and open to the public. Catering will be provided by Heart of Jerusalem. Meet at 5:00 pm outside of Tutt Library and the shuttle will depart at 5:15 pm.
Speakers: Liora Halperin, Sa'ed Atshan, Jonathan Sciarcon, Sara Awartani
Monday, February 19, 3:30-5:00 pm
Location: Gates Commons
What is AI, exactly? Why are AI tools like ChatGPT and Stable Diffusion popping up all over the place? How "intelligent" are these systems, and what types of problems do they solve? What are some of the social, ethical, and economic implications of these technologies?
Join Professors Blake Jackson, Ben Nye, and Cory Scott from the Computer Science Department on Monday, Feb. 19 from 3:30-5 p.m. in Gates Commons as they outline the history and context of machine intelligence, fundamentals of how these systems work, what's happening at the cutting edge, and how we can strike a balance between powerful technology and social benefit.
Thursday, February 22, 11:30 am -1:00 pm CST
Location: Zoom
Humans engage with plants with an expectation that these organisms have the capacity to grow and thrive. Plants are extremely sensitive to external environmental conditions and adapt their growth and behavior to dynamic cues, which results in optimized survival and productivity. The specific ways in which humans engage with the plants growing in their environment offer many lessons about mentoring, professional development interventions and impactful leadership, as well as a need for promoting ecosystems-based awareness, tending, and cultivation to promote the success of individuals therein. Dr. Montgomery will discuss specific plant biology-inspired practices for supporting the comprehensive development of a diverse range of students, academic staff, and faculty members as researchers, scholarly thinkers, and independent practitioners.
Speakers: Dr. Beronda Montgomery, Vice President for Academic Affairs and Dean of the College, Grinnell College
Thursday, February 22, 4:00-5:00 pm
Location: Celeste Theatre
The chemistry and biochemistry department invites you to the Roberts lecture series this year. The speaker is Bryan Dewsbury whose scholarship focuses on ADEI and inclusive classroom teaching. His lecture is titled “What Society Needs from the Higher Education Classroom”. He will be speaking in the Celeste Theatre on February 22. From 4:00-5:00, there is a cocktail hour in Cornerstone followed by the lecture from 5:00-6:00 pm. Here is the link to registration and more information.
Speakers: Bryan Dewsbury
Tuesday, February 27, 3:00-5:00 pm
Location: Gaylord Hall, Worner Campus Center
he next workshop in the Institutional Equity & Belonging series will focus on assessment. In this interactive workshop, participants will learn how to navigate two frameworks for assessing antiracism, diversity, equity and inclusion (ADEI); one personal and one institutional. Each framework will provide tangible examples of resistance, stagnation, progress and transformation. Participants will be asked to identify where they/their institution are/is on their journey and identify opportunities for new skills or topics to learn, where to learn that information, and how to move beyond their current capacity.
Tuesday, March 5, 3:00-4:30 pm
Location: Honnen Classroom, room 101
Polarities, also called dilemmas, tensions or paradoxes, are differences between two alternatives. Each pole brings something positive to the interdependent pair and each pole becomes a liability without its pole partner. This workshop will explore this phenomenon and the dynamics by which it functions to more creatively and effectively leverage its energy.
Facilitator: Kris Stanec
Tuesday, April 2, 12:15-1:15 pm
Location: Tutt Library 231
A lunchtime conversation with Professors Dan Johnson (Economics) and Ryan Bañagale (music) about their recent half-block course at Mattel Toys in Los Angeles. They will be reflecting on the experience as a whole, learning outcomes, and ways to consider future such ventures. Lunch will be served. Please RSVP to rbanagale@coloradocollege.edu.
Facilitator: Dan Johnson and Ryan Bañagale
Friday, April 5, 12:15-1:30 pm
Location: Tutt Library Events Space
Curious about the current and future role of faculty in the advising process? We are too. Please join us for lunch and a discussion about advising and how we can work collaboratively with the Advising Hub to best support the continued growth and development of our students. Please RSVP to rbanagale@coloradocollege.edu.
Facilitator: The Crown Center for Teaching and Advising Hub
Tuesday, April 2, 1:30-3:00 pm
Location: Tutt Library 238
The General Education Assessment and Review Committee invites all faculty members teaching Historical Perspectives courses this year to attend a gathering to discuss the CC general education program. The committee is interested in your input about teaching HP courses, especially the assessment component. We will also share assessment findings from fall 2023 and answer questions about gen ed assessment and course proposal review.
Facilitator: GEAR Committee
Tuesday, April 9, 3:00-4:30 pm
Location: Honnen Classroom, room 101
Although remaining open and receptive when faced with ambiguous situations is a component of creative thinking, we typically make decisions about unfamiliar things quickly. This session features exercises designed to help build participants’ tolerance of ambiguity so they might to allow for more creative decisions.
Facilitator: Jessica Hunter
Tuesday, April 30, 12:15-1:15 pm
Location: Tutt Library 231
A lunchtime conversation with Professors Dan Johnson (Economics) and Ryan Bañagale (music) about their recent half-block course at Mattel Toys in Los Angeles. They will be reflecting on the experience as a whole, learning outcomes, and ways to consider future such ventures. Lunch will be served. Please RSVP to rbanagale@coloradocollege.edu.
Facilitator: Dan Johnson and Ryan Bañagale
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FALL 2023
Wednesday September 6, 12-3pm.
Location: Tutt Library 105
Safezone is an opportunity for CC students, staff, and faculty to learn about Lesbian, Gay, Bisexual, Transgender, Queer+ identities and ways that they can support LGBTIQ+ individuals through allyship and advocacy.
Facilitator: The Butler Center
Tuesday, September 12, 12:15-1:30pm
Location: South Hall Commons
A session especially for students (but all are welcome):
Ever wonder what the Block Plan looks like at other colleges? Join Associate Professor Ellen Buck, Director of Learning and Teaching at University of Suffolk in a discussion about her institution's move to block scheduling--with a focus on the challenges of equity and access in their blended approach to learning.The University of Suffolk began its journey to block in May of 2020, in the midst of the COVID-19 pandemic, as a way to manage presence on campus as we slowly, and to find a more compassionate way to enable our students to thrive.
Facilitator: Professor Steven Hayward, CC Journalism Institute
Fine Arts Center - Agents of Care Gallery
What does it mean to care for everyone who works in the academy? For the past year, has been leading a Mellon-funded grant bringing together thirty-seven participants from flagship research institutions, SLACs, regional publics, and community colleges to investigate this question. Come hear what it might mean to be attentive to justice, believe faculty and staff, and believe in faculty and staff across higher ed as we tussle with issues of disability, trauma, and sustainable teaching practices. This presentation will have moments of reflection woven throughout, and ask attendees to think about their own definitions of care in the academy, too.
Facilitator: Amy Kohout (History)
Co-sponsored by the History Department, Feminist and Gender Studies Program, and the Crown Center
Tuesday, September 12: 3-4:30pm
Creativity & Innovation (232 E. Cache La Poudre St.)
Multiple Narratives lays a foundation for the creative process by valuing students' lived experiences and cultural identities as they construct knowledge collaboratively. This method promotes active listening and inquiry. It can be easily adapted for check-ins as well as integrated as a way to get students thinking metaphorically about content.
Facilitator: Kris Stanec (C&I)
Thursday, September 21, 11am-12pm
Online
Join colleagues for an online workshop on during the first block break of the year: Thursday, September 21, 11 am -12 pm. Hypothesis turns any piece of digital content into a collaborative learning experience, allowing students to engage and connect through social annotation.
Please register ahead of time using the following link:
Are you curious about community-engaged learning (CEL), but have never tried it? Familiar with community-engaged learning, but not sure how to incorporate it into 3.5 weeks? Or, do you already incorporate CEL into your classes, but are looking for new ideas, resources, partners, refreshers on best practices, or connections to others interested in engaged teaching?
Then this session is for you! Please join the CCE for a lunch in which we’ll cover fundamentals and best practices of CEL, pathways and examples of how to do CEL on the block, and CCE resources for instructors.
Facilitator: Jordan Radke (Director of the Collaborative for Community Engagement)
Wednesday, October 4, 12-1pm
Location: WES Room (Worner)
Let’s get down to basics! Come join us to learn about varying LGBTQIA+ identities and further your allyship
Facilitator: The Butler Center
Tuesday, October 10, 3-4:30pm
Creativity & Innovation (232 E. Cache la Poudre)
In this session, we will share examples of assignments in various disciplines that highlight creative processes and present some options for assessment. If you have an assignment or assessment method you’d like to share, we welcome your participation in the session.
Facilitators: Kris Stanec & Jessica Hunter (C&I)
Tuesday, October 10, 1pm
South Hall Commons
Diné writers, often expected to speak of their work for its content and aesthetic alone, carry a compounded burden since settler-colonial patterns of subjection promote primitivism; genocidal legislative history; and Hollywood-glossed, southwest aesthetics, including violence and savagism. This panel presents Diné craft methods and Dinétics (Diné aesthetics/poetics), which are erased or obscured (at best) and violated or made meaningless (at worst), to interrogate false narratives as an act of restoration.
Facilitator: Natanya Pulley (English)
Wednesday, October 11, 3-5pm
In this interactive workshop we will take an intersectional dive into Peggy McIntosh's seminal work "Unpacking the Invisible Knapsack" exploring white privilege. Using this framework we will look at all of our identities (race, gender, sexual orientation, religion, etc.) and understand the ways in which we can simultaneously hold power and experience oppression in various spaces. We will also explore terminology that has become popularized in recent years around power and privilege, such as white or masculine fragility, denial, and silence and assess their impact in our interactions with our community.
Facilitator: Rosalie Rodriguez (Associate Vice President, Institutional Equity & Belonging)
Thursday, October 26, 12:15pm-1:30pm
Tutt Event Space (Second Floor - Room 201)
As we start plotting course grids for the next academic year, we invite you to join us for a dynamic exploration of interdisciplinary learning opportunities. Faculty looking to develop interdisciplinary offerings will explore possibilities with colleagues across various disciplines through quick exchanges with the goal of generating ideas and forging connections as we creatively develop future synergy courses and class sessions. This session builds our “Interdisciplinary in Action” sessions during Faculty Forum, please visit the new Interdisciplinary Learning page on the Crown Center website for additional information.
Facilitators: Marion Hariquin and Ryan Bañagale (ACM-Mellon Leadership Fellows)
Friday, October 27, 2pm-3pm
Gaylord Hall
This Work Of The College panel delves into the myriad ways Artificial Intelligence (AI) intersects with the 窪蹋勛圖 experience--past, present, and future. We will explore the ways AI affects the teaching, research, and creativity of our learning community while also addressing the ethical, privacy, and equity concerns inherent to its adoption.
All members of the 窪蹋勛圖 community are welcome, including students, staff, faculty, and leadership interested in learning more about AI and liberal arts.
Facilitators:
Ryan Bañagale, Associate Professor and Chair, Music; Director of the Crown Center for Teaching
Khaleel Gathers, Vice President & Chief Information Officer
Patrick Mundt, Lead Research Services Librarian
Chris Schact, Director of the Ruth Barton Writing Center
Wednesday, November 1, 12-1pm
Location: WES Room (Worner)
Transitioning can be a confusing and messy thing. In this workshop, we will learn about what transition “Can” look like for transgender, gender nonconforming (GNC), and non-binary individuals.
Facilitator: The Butler Center
Location: Tutt Library 411/412
Thursday, November 12, 9am-12pm
This workshop is designed to increase participants’ understanding/awareness of implicit/explicit bias and its impacts on our practices, actions, and attitudes both in and outside the workplace. This workshop aims to enhance self-reflection and critical thinking through an interactive human centered experience. Participants will immerse themselves in techniques and strategies that help interrupt patterns of behavior that do not align with institutional values and develop knowledge and skills that advances equity and belonging.
Facilitator: Ersaleen Hope (Associate Vice President, Institutional Equity & Belonging)
Wednesday, December 6, 12-1pm
Location: WES Room (Worner)
Despite making up more than half of the LGBTQ+ community, bisexual people are often overlooked and forgotten. Yet, bisexual people face increased levels of violence, rejection, and skepticism. This workshop will breakdown common myths and misconceptions and attendees will gain skills in supporting the bisexual community.
Facilitator: The Butler Center
Thursday, December 7, 12:15-1:15 pm
Location: South Hall Commons
Join hosts Blake Jackson and Ben Nye (Computer Science) for a primer on the history of AI, dispelling common myths, and an in-depth look into Large Language Models (LLMs) like ChatGPT. Don’t miss this opportunity to understand the capabilities and applications of these tools!
Facilitator: Blake Jackson and Ben Nye
Wednesday, December 6, 3-5pm
This workshop centers on understanding what microaggressions are and their psychological impact, recognizing when microaggressions occur, and intervening when a bystander of a microaggressive act. We will also review a newer concept called microaffirmations. Along with defining this behavior, we will practice various ways to engage microaffirmations with colleagues and students and discuss how they foster a positive campus community.
Facilitator: Peony Fhagen (Associate Vice President, Institutional Equity & Belonging)
Tuesday, December 12, 3-4:30pm
Creativity & Innovation (232 E. Cache la Poudre)
This workshop will offer a variety of methods for promoting creativity among students, with an emphasis on practices that build community. These practices invite students to think in novel ways, take risks, and engage deeply with course material, and also serve to promote student well- being.
Facilitators: Jane Hillberry (C&I)
Thursday, December 14, 12:15-1:15 pm
Location: South Hall Commons
Join Helen Daly (Philosophy), Cory Scott (CS), Leland Tabares (REMS), and Elliot Triplett for a discussion on how tools such as ChatGPT are inherently biased, what that means for our use of it, and the essential ethical considerations in line with our college's values.
Facilitator: Helen Daly, Cory Scott, Leland Tabares, and Elliot Triplett
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SPRING 2023
Thursday, January 12, 2023, 9:00 am-12:00 pm, lunch immediately following | McHugh Commons
In this interactive session, Susan D Blum introduces some of the principles behind the growing practices united under the umbrella of “ungrading” - calling into question the centrality of conventional grading practices. She also talks about many concrete practices that she and others use to implement upgrading -leading to greater learning, engagement, and equity. Participants will have a chance to raise questions and think about their own teaching practices.
Susan D Blum is a professor of anthropology at the University of Notre Dame, currently fixated on education and pedagogical praxis, after a previous incarnation as a China anthropologist. She is the author of "I Love Learning; I Hate School”: An Anthropology of College (Cornell, 2016) and My Word! Plagiarism and College Culture (Cornell, 2009), and the editor of the recent volume Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (West Virginia University Press, 2020). With 5 co-authors, she has written “A Theory of Public Higher Education,” imagining public higher education created from scratch, published in Soundings: An Interdisciplinary Journal in July 2021 (Korstange et al., 2021). Her new manuscript, Challenging Schoolishness, is due to Cornell University Press soon. In her work, she draws on her background in cultural, linguistic, and psychological anthropology to ask questions about learning, and about the ways institutions shape and are shaped by cultural patterns. She is trying to move beyond complete relativism to make practical but principled recommendations.
Tuesday, February 7, 3:30-5pm
Tutt Library 411/412
Description: This session provides an overview of the Inclusive Instructional Observation Protocol (IPOP) currently used in the Crown Center for Teaching Instructional Coaching Program. The IPOP encourages culturally responsive pedagogies and universal design for learning. The IPOP features five pedagogical foci: Inclusive Classroom Environment, Instructional Practices, Assessment, Critical Consciousness, and Discourse. We will provide an overview of the protocol structure, scholarly context, and a menu of uses for faculty professional development, including personal reflection, paired feedback, and faculty learning communities.
Facilitators: Tina Valtierra and Santiago Guerra
Thursday, February 9, 3:30-5pm
Tutt Library 411/412
Description: Join the CC Assessment Committee for a session on how departmental assessment works and how to develop an assessment project that is both meaningful and manageable. Meet committee members, prepare for your final reports of the current assessment cycle, and get answers to your questions about both department and general education assessment. Faculty liaisons on the committee will either be available after the presentation for individual consultations or can be contacted after the session.
Facilitators: Amanda Udis-Kessler and Sally Meyer
February 16th, 3:30-5
Tutt Library 231
Description: Formal and informal mentoring relationships are critically important. In this workshop, participants will discuss evidence-based and modern mentoring practices presented in and reflect on their own mentoring experiences. Mentees and mentors are welcome.
Facilitator: Heidi Lewis
April 20th, 3:30-5, Tutt Library 231
One of the most challenging aspects of mentoring can be providing feedback that is helpful. During this workshop, participants will learn how to provide critical feedback that is useful, particularly in a mentoring relationship.
Ffacilitator: Heidi Lewis
Thursday, April 13, 3:30-5
Tutt Library 411/412
One of the most persistent and pernicious myths about current students in higher education is that they are all digital natives, they are all at ease and knowledgeable about the nature of technology, and thus what they need is less explicit focus on it in the classroom. In this workshop, we will discuss why these myths are pernicious and about the value of including digital projects in the liberal arts classroom. We will also talk about how digital projects can fit into a variety of pedagogical models as well as how to scaffold and evaluate them on the block plan using equitable grading practices.
Facilitator: Jennifer Golightly
Tuesday, April 11, 3:30-5
Tutt Library 411/412
We know CLD students are those whose culture and language differ from that of the dominant group (Herrera & Murry, 2016). But what does this mean for our teaching? Do CLD students learn differently from non-CLD students? What does being a “culturally and linguistically responsive educator” actually mean? What can I do to best facilitate learning for CLD students in my classes?
This session will demystify these principles of CLD learning and will give participants an opportunity to learn simple strategies to put into practice to optimize CLD student learning. Participants will also be able to hear comments written by CC CLD students on the topic of what they want faculty to know about their classroom experiences. This session aims to empower participants in their pursuit of creating equitable classrooms for CLD learners.
Facilitator: Chelsea Walter
Wednesday, April 5, 3:30-5
Tutt Library 411/412
During this session participants will discuss strategies for managing and navigating tension in the classroom, decentering authority with students, and challenging student stereotypes and misperceptions. Examples will be provided from the facilitator's teaching experiences. The goals of the session are 1) to recognize and name reactions and behaviors in yourself and your students that produce tension; 2) to understand why using certain strategies to manage tension can cause harm to students; 3) to learn strategies for managing tension that are effective; and 4) to consider how to use discussion and dialogue to create tension to promote learning and growth. Suggested pre-session work is reading from the book Teaching with Tension: Race, Resistance, and Reality in the Classroom ( available through Tutt library)
Facilitator: Santiago Guerra
March 16th, 3:30-5, Tutt Library 231
Active listening is a key mentoring skill that is easier said than done. During this workshop, participants will learn active listening skills through engaging and fun activities that also involve opportunities to practice active listening skills. Participants will also discuss what active listening looks like during 1:1 and group mentoring sessions.
Ffacilitator: Heidi Lewis
Thursday, March 9, 3:30-5
Tutt Library 411/412
This development workshop is an opportunity for educators to learn about LGBTQ+ identities, gender, and sexuality, and examine our prejudice, assumptions, and privilege. There is a pressure to already know how to be LGBTQ+ inclusive, but what that looks like in practice can be hard to know. And while many of us want to be inclusive, we don’t necessarily feel comfortable with the language, with our own level of understanding, and may not know where to go to learn more. This workshop offers a space for educators to learn together how we can best support our LGBTQ+ students.
Facilitators: Cayce Hughes & Christina LezaWednesday, March 8, 3:30-5pm
Creativity & Innovation Building, 232 E. Cache la Poudre (corner of Cache and Weber)
Do you ever wonder how to quickly build a sense of community? or encourage intellectual risk-taking? Would you like to deepen students’ investment in course content?
In this workshop, Jane Hilberry, Professor Creativity & Innovation, will offer a variety of methods for promoting students’ innate creativity, with an emphasis on practices that build community. As well as inviting students to think in novel ways, take productive risks, and engage deeply with course material, these practices also serve to promote inclusivity and student well-being. The last segment will be devoted to crowd-sourcing participants’ ideas for cultivating creative classrooms.
Sponsored by the Mellon Humanities for All Time initiative and Creativity & Innovation
Facilitator: Jane Hilberry
Tuesday, March 7, 3:30-5
Tutt Library 411/412
In this interactive session, current CC students will share their views on and experiences with learning on the block. Students will be organized into a “fishbowl” where they will discuss with one another questions submitted in advance by faculty and staff, which can be done . Faculty and staff participants will have an opportunity to listen and learn from the student discussion. After the student discussion has concluded, faculty and staff will then debrief what they learned.
Facilitator: Aaron Stoller
Wednesday, March 1, 3:30-5
Tutt Library 411/412
This workshop will focus on the intersection of equity with publishing and academic resources in higher education. Faculty, students, and staff can all benefit from the tools of Open Education along with strengthening understanding and educational rights under copyright and fair use. Participants will explore practices already growing at 窪蹋勛圖 and ideas taking seed across colleges and universities. Open Education includes open pedagogy, open access, open data, open software, open scholarship, and more.
Facilitator: Dustin Fife
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FALL 2022
December 6, 2022, 3:30-5:00 pm | Tutt Library 411/412
The goal of this session is to surface, discuss, and interrogate the ways in which the language of antiracism is promoted, but also appropriated, through discursive moves of white civility (Coleman, 2008). In this workshop, we will work together to better understand how antiracist language— that is often circulated in and by corporate, and social media entities— surfaces in classrooms, but may or may not be actualized in interpersonal, departmental, institutional, and even cultural relationships, policy, and action.
Facilitator: Nickie Comer, Ph.D., Assistant Professor of Education at 窪蹋勛圖, Managing Editor of Multiple Voices
Key Readings:
- Hayes, C. & Juárez, B.G. (2009). "You showed your whiteness: You don’t get a ‘good’ white peoples’ medal." International Journal of Qualitative Studies in Education, 22(6), 729-744. doi: 10.1080/09518390903333921
- Zuo, H. & Wang, T. (2019). "Analysis of Tik Tok user behavior from the perspective of popular culture." Frontiers in Arts Research, 1(3), 1-5. doi: 10.25236/FAR.20190301
November 1, 2022
The goal of this session is to examine how to maximize Third Space by making visible classroom culture and the way power operates within and through it. By explicitly examining how students’ and instructors’ cultural and social capital is exchanged in learning spaces, we will discuss how Third Space provides an opportunity to examine the contestation of competing (and sometimes hidden) narratives in classrooms. We will also discuss how to make this theoretical orientation to learning clear for students so that students—across disciplines— can better understand their role in the sociocultural process of learning.
Facilitator: Nickie Comer, PhD., Assistant Professor of Education at 窪蹋勛圖, Managing Editor of Multiple Voices
Key Readings:
- Gutiérrez, K.D. (2008). "Developing a sociocritical literacy in the third Space." Reading Research Quarterly, 43(2), 148-164. doi: 10.1598/RRQ.43.2.3
- Noddings, N. (2012). "The caring relation in teaching." Oxford Review of Education, 38(6), 771-781.
- Ramnarain, U. & de Beer, J. (2013). "Science students creating hybrid spaces when engaging in an expo investigation project." Research in Science Education, 43, 99-113.
October 25, 2022
This development workshop is an opportunity for educators to learn about LGBTQ+ identities, gender, and sexuality, and examine our prejudice, assumptions, and privilege. There is pressure to already know how to be LGBTQ+ inclusive, but what that looks like in practice can be hard to know. And while many of us want to be inclusive, we don’t necessarily feel comfortable with the language, with our own level of understanding, and may not know where to go to learn more. This workshop offers a space for educators to learn together how we can best support our LGBTQ+ students.
Facilitators: Cayce Hughes is an Assistant Professor in the Department of Sociology and Christina Leza is an Associate Professor of Anthropology. Both are at 窪蹋勛圖.
October 4, 2022
The goal of this session is to examine the ways in which “ableism acts as the polite face of racism” (Bornstein, 2022, personal communication). In this session, we will explore how course expectations, assignments, and norms can uphold a “white supremacy culture” (Okun, 2022) or, alternatively, dismantle it. Using a tool developed on the tenets of Disability Critical Race Theory (DisCrit) (Annamma et al., 2013), participants will examine our own syllabi to look for ways in which long-held norms of higher education may act as barriers or supports for students with multiply marginalized identities in our classrooms.
Facilitator: Nickie Comer, PhD., Assistant Professor of Education at 窪蹋勛圖, Managing Editor of Multiple Voices
Key Readings:
- Annamma, S.A., Connor, D., & Ferri, B. (2013). "Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability". Race Ethnicity and Education, 16(1), 1-31. doi: 10.1080/13613324.2012.73051
- Leonardo, Z. & Broderick, A.A. (2011). "Smartness as property: A critical exploration of intersections between whiteness and disability studies." Teachers College Record, 113(10, 2206-2232.
- Okun, T. (2022). "(divorcing) White supremacy culture: Coming home to who we really are." .
Making the Implicit, Explicit: Helping Students Connect Competency Development with their Coursework
September 27, 2022
During this interactive workshop, participants will dynamically engage in the identification and integration of competency development in current courses. After a brief overview of competencies and the research in which it is grounded, attendees will participate in idea generation and action planning for their upcoming courses. Additional resources and examples will be provided.
Facilitators: Leslie Templeton, Ph. D., Professor of Psychology & Associate Provost for Faculty Development, and Leigh Lassiter-Counts, M.Ed., Director of Career Services. Both are from Hendrix College.
A partnership between The Crown Center and Career Center
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