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Campus Diversity Symposium

2023 CMU Diversity Symposium

The 8th Annual Campus Diversity Symposium will take place on April 26, 2023. Please check back for more details as this special event gets closer.

2022 CMU Diversity Symposium

The 7th Annual Campus Diversity Symposium took place on April 27, 2022.

Dr. Nolan Cabrera is a nationally-recognized expert in the areas of racism/anti-racism on college campuses, Whiteness, and ethnic studies. He is currently an Associate Professor in the Center for the Study of Higher Education at the University of Arizona. He was the only academic featured in the MTV documentary “White People.” He moves beyond the “few bad apples” frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. He calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of “post-racialism.”His book, “White Guys on Campus,” is a deep exploration of White male racism, and occasional anti-racism, on college campuses.

Summary: This workshop seeks to inform participants of how grading has, from its beginnings, been bound up in issues of white supremacy. Participants will learn how literacy projects are never neutral or apolitical acts. In particular, instructors will identify potential biases and teaching practices that may unintentionally reinforce white linguistic supremacy.

Learning Outcomes: 1. Identify why the concept “bad grammar” is a racist construct. 2. ldenfity the historical relationship between grading and white supremacy. 3. Articulate strategies for assessing/responding to student writing in a way that minimizes linguistic bias.

Summary: Central Sustainability (CS) is a platform dedicated to making the CMU community more sustainable through projects, policy, and programming. We focus on education, collaboration, and institutional growth to better our campus. We care about all types of sustainability, including, but not limited to, environmental, human, cultural, social, and economic sustainability. Our hope is that CMU continues to develop and engage in global issues as a sustainable and diverse community.

Learning Outcomes: 
Understanding sustainability, CMU’s approach to sustainability, and the intersectionality of sustainability.

Abstract: Join us for a special moderated discussion on the topic of leadership and womanhood during the Covid-19 pandemic. This panel is comprised of female leaders in higher education as they discuss the professional and personal demands of leadership over the last two years of a global health pandemic.

Moderator: Dr. Tracy Galarowicz, associate dean of the College of Science and Engineering at CMU

Panelists: Dr. Dawn Hinton, MI-ACE Women of Color Task Force, Saginaw Valley State University; Dr. Shawna Patterson-Stephens, Vice President and Chief Diversity Officer at CMU; Dr. Jessica Jennrich, Director and Social Justice Project Specialist at SVSU; Marcie Otteman, director of Alumni Relations at CMU; and Dr. Misty Bennet, Assistant Vice Provost and Assistant Dean of Academic Programs for the College of Business at CMU

Summary: To explore the experiences of Black women academic nurse leaders and their relationship to power, it is necessary to recognize the historical roles of race, gender, class, and power in their everyday exchange in the workplace. This research seeks to answer: (a) how does race and gender influence how Black women academic nurse leaders function in their leadership positions; (b) how does race and gender influence how their peers in academic nursing perceive them; and (c) how does the perception of race, gender, class, and power influence the diversity, equity, and inclusion initiatives in the workplace? 

Learning Outcomes: 
1. Discuss how race and gender influence how Black women academic nurse leaders function in their leadership positions. 
2. Explain how the perception of race, gender, class, and power influence the diversity, equity, and inclusion initiatives in the workplace.

Abstract: The Covid-19 pandemic and heightened awareness of police brutality converged over the last two years. This disrupted established opportunities for providing students with experiences and subsequent reflection designed to build awareness across difference. This presentation explores the use of the IDI as a tool for teaching intercultural competency and communication.

Learning Outcomes: 
1. Participants will be able to explain the use of IDI® as a method to assess student development in intercultural competence
2. Participants will be able to discuss the use of IDI® as a method to assist student development in intercultural competence.
3. Participants will be able to identify possible impacts of the current social environment on BSW student development of intercultural competencies.

Summary: The purpose of this workshop will be to share lessons learned from 13 panels with underrepresentated and minoritized students. Members of MDEC have spent three years in dialogue with students and have distilled key ideas that cut across their experiences as well as tangible support strategies that have emerged from the conversations. Our plan is to spend half the time sharing these lessons and the resulting impact they had and the other half in dialogue with participants about implications for practice.

Learning Outcomes: 
1. Explore significant issues students with minoritized identities share as CMU students; 
2. Evaluate strategies to support students with intersecting minoritized identities; 
3. Create strategies for better supporting students in and outside of the classroom.

Summary: The purpose of this presentation is to share the design process and student opinions regarding a possible LGBTQ+ Studies Minor at Central Michigan University. The coordinators of this proposal have spent the last 
year collecting student opinions and research about other universities’ programs. We plan to present our proposal report and then collect audience feedback to further develop our research. 

Learning Outcomes: 
Discuss potential impacts of a LGBTQ+ minor, outline potential courses or areas of development, and identify the positive student outcomes of implementing a LGBTQ+ minor