2017 Bonner Diversity and Inclusion

2017 Bonner Diversity and Inclusion

• 1.
  Diversity & Inclusion Four Year Developmental Approach
• 2.
  What we’ll cover •Context • Training Guides • Implementation
• 3.
  Context
• 4.
  8 Categories ofDiversity Diversity Ability Sexual Orientation Religion Gender Political Affiliation Race & Ethnicity Class & Income Nationality
• 5.
  Bonner Context • BonnerPrograms have a student population with greater proportions of students of color and underrepresented students • The degree of diversity of the Bonner Program and broader campus climate was found to be a positive contributing factor in the impact of the four-year program on students' learning and post-graduate outcomes • Diversity is a Bonner Common Commitment, and  "dialogue across difference" provides students with safe spaces and an opportunity to explore, clarify, and refine their own values and beliefs • Dialogue, intentional reflection, and structured meetings were found to be key factors in the impact of the program on student learning • Students and staff reported wanting more training and resources
• 6.
  Student Annual Reports •University of North Carolina at Chapel Hill “To address these challenges within our program, we hope to further participation, awareness and dialogue by clarifying expectations of the UNC Bonner Leaders Program, increasing opportunities for building trust and cohesion within the program, and modifying our four-year curriculum to eliminate repetition, update topics, and deepen workshops.” • Earlham College “Since Fall 2015, a number of campus-wide protests have challenged Earlham as a community to focus diversity and inclusion at the center of the College’s efforts as a whole. The Bonner Program and broader community has done a healthy amount of “dialoguing across differences” because there are people from more than 80 countries represented at our institution.”
• 7.
  Training Guides
• 8.
  Bonner Rubric: Developmental Progression Diversityand Intercultural Competence: Understanding and capacity to learn from and with diverse others 1. Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures. 2. Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits little curiosity about what can be learned from diversity of communities and cultures. 3. Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures. 4. Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity.
• 9.
  Developmental Progression Stage 1:Explore - expose to the different levels of diversity Stage 2: Experience - focus on understanding the different levels of diversity Stage 3: Example - focus on ability to apply and discuss diversity within the trainings Stage 4: Excellence - apply what they have learned in the previous years and adapt it to their capstone as well as their life after undergrad
• 10.
  Stage 1: Exploring(Exposure) • Exploring Diversity & Intersectionality • Unpacking the -ISM’s: Common Terms To Talk About Social Justice and Oppression • River Stories: Our Gender Histories and Herstories • Bridging the Gap between Service, Activism, and Politics
• 11.
  Stage 2: Experience (Understanding) •Bridging the Divide Part 1 & 2: Political Discourse for Civic Action and Maintaining Political Discourse on Social Media • Interfaith Perspectives on Service: Bridging Beliefs and Actions • Who am I?: Unpacking Race and Privilege and Oppression That Follows • Keeping it Classy! Discussing Class & Socioeconomic Status
• 12.
  Stage 3: Example (Application& Discussion) • Political/Civic Engagement ‣ Advocacy and Public Education 101 ‣ Lobbying 101 ‣ Understanding Different Awareness Campaigns ‣ Bridging the Divide Part 2 (if not done before) • Differently Abled • Faith and Me • Gender and Sexual Orientation
• 13.
  Stage 4: Excellence (Adaptation) •Empowered Voice Through Creative Expression • Intersectional Empowerment • Additional Class Trainings ‣ Reflecting on College and Class Mobility ‣ Gender Inequality and the Gap • Social Justice ‣ Black Lives Do Matter ‣ Refugee and [Im]migration Voice ‣ Addressing Sexual Prejudice
• 14.
  Rollout
• 15.
  Staff & StudentRoles Bonner Staff • Look at existing training calendar and evaluate level of emphasis on diversity and inclusion • Introduce student leadership to the 4x4 model • Prepare and provide support for students • Be prepared to navigate difficult conversations • Facilitate diversity trainings Senior Interns • Read through all of the overviews for diversity and inclusion trainings for context • Work over the summer to incorporate relevant and/ or missing diversity trainings into the training calendar • Delegate facilitators to lead specific trainings • Facilitate diversity trainings • Provide peer mentorship and facilitation support to facilitators Bonner Leadership Team • Browse through the wiki for context • Read extensively through their delegated trainer guide • Research the issue area addressed by their delegated trainer guide • Support peers on diversity issues
• 16.
  Rollout Senior Interns Bonner Leadership Team Bonner Coordinator Bonner Director 1st yearcohort 2nd year cohort 3rd year cohort 4th year cohort Stage 1: Exposure Stage 2: Understanding Stage 3: Application & Discussion Stage 4: Adaptation 4 trainings 4 trainings 4 trainings 4 trainings
• 17.
  Our Personal Reflections Hunter Malone Berea College ‘19 BaneenAl- Akashi Allegheny College ‘19
• 18.
  What are your reactionsand questions to the new Dialogue Across Diversity & Inclusion model? Discussion