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 is an Assistant Professor in the Department of Sociology and Christina Leza is an Associate Professor of Anthropology. Both are at Colorado College.  

An informal coffee hour to create space for community building where new and returning visitors can exchange experiences and connect with others. Meets 1st Tuesdays, 3-4, in Cossitt Lounge.

Host: Andrea Bruder, Associate Dean of the Faculty, Associate Professor of Math & Computer Science 

During Blocks 1 & 5, sessions will focus on an orientation to teaching on the Block Plan.  For Blocks 2-4 and Blocks 6-7, the first 45 minutes will focus on teaching on the block and the remaining 45 minutes will focus on a professional development topic. All sessions will take place in Tutt Library 105. Block visitors can attend as many sessions in this program as they need.  

Facilitator: Heidi Lewis, Crown Coordinator for Early Career Faculty Development Programs, Associate Professor of Feminist & Gender Studies at Colorado College  

The goal of this session is to examine how to maximize Third Space through 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, Assistant Professor of Education at Colorado College, 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.  

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 

The FEC’s number one priority this year is to support the college in implementing the antiracism plan goals while upholding academic freedom. We are co-sponsoring a series of forums from Blocks two to six with each forum focusing on a specific goal of the antiracism plan. We sincerely hope that you will attend and give us your feedback to inform our future work on implementing the antiracism plan goals. The goal for this forum is to discuss how to Invest in Student Antiracism Resources and Efforts. Please join us for a fearless but mutually respectful dialogue. To make the forum as productive as possible, please review the initiatives that are part of this goal, which can be found here, and review a glossary of ADEI terms, which can be found here. Also, please find notes for the first forum attached. 

Facilitators: Ibrahima Wade, Associate Professor of French and Amanda Bowman, Associate Professor of Inorganic Chemistry

During this conversation we will discuss the realities of being a minoritized and/or marginalized educator at CC.  While our community is working on dismantling racism and other forms of oppression on campus, barriers remain and there are still too many experiences of exclusion, discrimination, and minority position-related stress. These experiences are compounded by the impact of being an educator during the dual pandemics of COVID-19 and racism. We will also discuss strategies for staying and/or regaining health and well-being and avoiding burnout. 

Facilitator: Peony Fhagen, Senior Associate Dean for Faculty Equity & Inclusion, Associate Professor of General Studies, Director of the Crown Center, & Director of the Bridge Scholars Program

RSVP 

If you are interested in this workshop, please complete this form by Thursday, December 1st. The workshop will be recorded, and the recording will be available to those who indicate their interest on the form. You can also indicate you would like a free book –Ungrading: Why Rating Students Undermines Learning (and What to do Instead)–  even if you cannot attend the workshop, but plan to watch the recording of the workshop.  

Facilitator Bio 
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. 

  …the Block 2 session, The Intersections of Racism and Ableism on the Block Plan: Rethinking Rigor, “Smartness”, and “Goodness” as Properties of Whiteness in the Colorado College Classroom, I encourage you to check out these two resources on your own: 

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.