March 6-8, 2019
University of San Diego

Sign up or log in to bookmark your favorites and sync them to your phone or calendar.

Equity and Social Justice [clear filter]
Wednesday, March 6

2:15pm PST

Building Collaboration and Partnership through Community-Based Research Projects
LMU has implemented an Engaged Learning requirement into our core curriculum, which means that all LMU students take a course where their educational work applies to a real world issue. Faculty members, however, struggle with creating meaningful projects within their classes that benefit both community organizations and students. Our session will address how LMU faculty are collaborating with one community organization, Women Organizing for Justice and Opportunity (WOJO) to develop a fruitful partnership where students’ work help meet its organizational needs. WOJO is part of A New Way of Life (ANWOL) Women’s reentry program that supports women who are returning into their communities after incarceration. Over the past year, faculty at LMU and members of WOJO have met together to identify strategies for collaboration such that our courses could support their work. Our session will share how our collaborative work across multiple courses is developing to support WOJO, while also meeting LMU’s goal of being an engaged campus. Additionally, we will describe our engagement process, highlight the lessons learned, and identify next steps for this collaboration.


Deanna Cooke

Director of Engaged Learning Clinical Asst. Professor, Loyola Marymount University

Tiffany Johnson

Co-Director, A New Way of Life Reentry Program
avatar for Anna Muraco

Anna Muraco

Associate Professor, Loyola Marymount University

Kyra Pearson

Associate Professor, Loyola Marymount University

Wednesday March 6, 2019 2:15pm - 3:25pm PST

2:15pm PST

Same Same But Different: Holding the Paradox of Identity
In our work, we often see students showing up for social justice conversations for the issues that they are most passionate about, and sometimes, most impacted by personally. Yet, how do we invite people to see beyond their personal identities and stories? Furthermore, how do we build coalitions and authentically engage across difference -- be it race, class, culture, nationality, politics, and religion-- for the shared pursuit of a just and equitable world? This year, the Student Affairs Division at USD underwent an organizational restructure to better attend to these questions. In this presentation, we will share our learning from this new partnership which brought together multiple identity-based spaces. We will begin by sharing personal stories of what this new way of organizing meant for our work. We will engage in an activity used to support student leaders within this new partnership to hold a more deeply intersectional and holistic understanding of themselves, their communities, and the world. Finally, we will ask: what is difficult about this type of coalition-building? As we explore this question, we will outline key paradoxes and tensions that we all need to develop the capacity to hold so to better work ‘beyond borders’.

avatar for Delia Contreras

Delia Contreras

Graduate Assistant, University of San Diego
avatar for Stacey Williams

Stacey Williams

Associate Director, The Commons, University of San Diego

Wednesday March 6, 2019 2:15pm - 3:25pm PST
KIPJ 218

2:15pm PST

Validating Culturally Diverse Students: Facilitating Success Through Community Engagement, Service Learning, and Mentoring
Using a Cultural Validation Theory framework, educational leaders from California State University San Marcos (CSUSM) explore student learning within the community as a high-impact practice with demonstrated successes for academic achievement outcomes. Cultural Validation Theory asserts that students are more successful in achieving deep learning as well as improved retention and graduation levels when they receive affirmation about their unique identities within the educational process. With a focus on service learning, internships, research and mentoring of Latino students at a Hispanic Serving Institution, this workshop will interactively explore the ways in which community engaged educational practices provide a powerful pathway to success for students of color, low-income and first-generation students. Results from qualitative and quantitative analyses and insights from the extant literature will be shared as the foundation for a robust discussion of what might be driving the observed success. Questions explored in this workshop will include: (1) How do community engaged learning practices provide unique opportunities for students to experience themselves as successful learners and be validated/affirmed as such? (2) What role do faculty play as validating agents in these practices? and, (3) Whom or what seems to be valued in the community engaged learning setting?

avatar for Kimberly D'Anna-Hernandez

Kimberly D'Anna-Hernandez

Associate Professor, California State University San Marcos
Kimberly D’Anna-Hernandez, Ph.D, is an Associate Professor in Psychology. She has expertise in Mentoring Diverse Students (Entering Mentoring), Latino Communities and the role of stress and the environment on shaping Health Disparities in vulnerable underserved communities. She... Read More →
avatar for Kendra Dyanne Rivera

Kendra Dyanne Rivera

Associate Professor, California State University San Marcos
An Associate Professor of Communication at Cal State San Marcos, Dr. Rivera has engaged in extensive research with everyone from the U.S. Border Patrol to a community health clinic, in order to understand how communication can both shape and reflect overall health and wellness. A... Read More →
avatar for Sarah Villarreal

Sarah Villarreal

Associate Vice President, California State University San Marcos
Community Outreach, Economic Development, Research/Data Analysis, High Impact Practices, and Government Relations.

Wednesday March 6, 2019 2:15pm - 3:25pm PST

3:45pm PST

Fostering Reciprocity in International Service-Learning Through Human-Centered Design
As we encourage more and more students to participate in international service-learning, we must intentionally design programs in collaboration and partnership with host communities to foster deeper engagement and reciprocity between students and hosts. This session explores how incorporating a human-centered design approach can support more sustainable relationships and development.


Kira Espiritu

Director, University of San Diego
avatar for Peter Maribei

Peter Maribei

Global Center Coordinator, University of San Diego
Peter Maribei is the Global Center Coordinator for School of Leadership and Education Sciences at the University of San Diego. Peter has a PhD in leadership studies. Over the course of his career, he has developed and taught academic and co-curricular international internship and... Read More →
avatar for Ravi Raj

Ravi Raj

Co-Founder & CEO, Authentica
Ravi is the Founder & CEO of Authentica, an experiential learning company that designs and delivers inspiring short-term study-abroad programs aligned with UN Sustainable Development Goals, with a focus on Asia. Ravi works closely with community organizations to design equitable and... Read More →

Wednesday March 6, 2019 3:45pm - 4:55pm PST

3:45pm PST

Situating Ourselves as Feminist Activists of Color: Exploring Power and Positionality in Service-Learning Scholarship and Practice
Join us to learn how theorizing and publishing our Sustainable, Holistic, Interconnected Partnership (SHIP) Development Model emerged from being feminist activists of color. Participants will reflect critically on their own ways of knowing, feeling, being and doing and examine how their power and positionality impact their social justice scholarship/practice.


Ashley E. Cheri

Director, Early Academic Outreach Program, University of California, Irvine
avatar for Jennifer A. Yee

Jennifer A. Yee

Associate Professor, California State University, Fullerton
Professional interests: Transformative pedagogy, higher education, organizational change, service-learning, civic engagement, activism, Asian American & Pacific Islander feminisms and epistemology, and cancer survivorship.

Wednesday March 6, 2019 3:45pm - 4:55pm PST
KIPJ 215

3:45pm PST

Social Justice Learning through Service: Diverse Disciplinary Perspectives
Service learning practice has been criticized for emphasizing short-term fixes, charity, and superficial approaches to complex, deeply-rooted social challenges. It is also frequently critiqued for not sufficiently addressing issues of race and class privilege in the service relationship, and for not digging deeply into the systemic nature of power, privilege and oppression. Service learning is a required component of all undergraduate majors at California State University, Monterey Bay (CSUMB). Building on its commitment to social justice, CSUMB has developed an approach to service learning that makes the examination of issues of systemic privilege and oppression a central component of the curriculum. In developing their service learning courses, each academic program has found ways to integrate these social justice concerns grounded in the knowledge of their discipline. This includes: 1) developing learning outcomes related to issues of identity, power and privilege; and, 2) developing assignments and classroom pedagogical strategies that help students to engage in these difficult, value-rich dialogues. In this session, faculty from diverse disciplines (Statistics, Biology and Psychology) will demonstrate how these social justice concerns are made explicit in their service learning courses. Participants will be given the opportunity to discuss these issues from their own distinctive disciplinary perspectives.

avatar for Judith Canner

Judith Canner

Faculty, CSU Monterey Bay
Dr. Judith E. Canner received her B.S. in Mathematics from Shippensburg University, PA, in 2004 and her Ph.D. in Biomathematics and Zoology from North Carolina State University, Raleigh, NC. She joined the Mathematics and Statistics Department at CSUMB as the first Assistant Professor... Read More →
avatar for Jennifer Lovell

Jennifer Lovell

Faculty, CSU Monterey Bay
Areas of interest include psychology service learning, multicultural psychology, and clinical child psychology. We are currently integrating virtual reality assignments into our psychology service learning class and assessing impact on empathy.
avatar for Seth Pollack

Seth Pollack

Professor of Service Learning
We are forming a community in Monterey, CA. Very interested in elder-oriented cohousing.
avatar for Alana Unfried

Alana Unfried

Faculty, California State University Monterey Bay

Christine Valdez

Faculty, California State University Monterey Bay

Wednesday March 6, 2019 3:45pm - 4:55pm PST
Thursday, March 7

10:00am PST

Epistemic Justice and the Power of Stories in Transforming Community Engagement
A learning community of diverse community engagement stakeholders will explore Dr. Miranda Fricker’s (2007) philosophical framework of epistemic justice/injustice through the lens of lived experience and contemporary scholarship, and discuss implications for transforming community-engaged work. This session builds on conversations from a preconference at the July 2018 IARSLCE Conference, and integrates a dynamic body of resources and discourses curated by facilitators for participants to apply in their professional contexts. The purpose is to integrate epistemic justice as a framework for the community engagement field to achieve just, inclusive, equitable social transformation Primary outcomes are: Build knowledge of epistemic justice/injustice as a philosophical framework Analyze how epistemic injustice shapes community engagement Develop action plan for disrupting epistemic injustice Participants will learn about the defining elements of epistemic justice/injustice, discover the potential epistemic and ethical repercussions of injustice for individuals and community through participation in a story circle, and discuss how to promote epistemic justice in community engagement endeavors in areas of examination that emerge from common themes in our shared stories. We aim to foster ongoing dialogue that will produce insights, interventions, and strategies for participants to use in their respective contexts to promote a culture and practice of epistemic justice.  

Materials and slides: https://epistemicjusticeiarslce2018.wordpress.com/


Adam Bush

Founding Provost, College Unbound
Adam Bush is the founding Provost of College Unbound; a degree completion college working with both inside and outside carceral spaces of Rhode Island to ensure all adult learners have access to a Bachelor's degree pathway that values them as scholar-practitioners and is embedded... Read More →
avatar for Star Plaxton-Moore

Star Plaxton-Moore

Director of Community-Engaged Learning, University of San Francisco
Star specializes in working with faculty to integrate community-engaged pedagogy into their courses, and plays a critical role in shaping institutional discourse, practices, and policies related to community-engaged program design and assessment, community partnerships, and faculty... Read More →
avatar for Chris Nayve

Chris Nayve

Senior Research Associate, University of San Diego
avatar for John Saltmarsh

John Saltmarsh

Professor of Higher Education, Department of Leadership in Education, College of Education and Human Development, University of Massachusetts, Boston
avatar for John Loggins

John Loggins

Director of Community Engaged Learning, University of San Diego
John Loggins the Director of Community Engaged Learning in the Karen and Tom Mulvaney Center for Community, Awareness and Social Action at the University of San Diego. John works collaboratively as part of a team responsible for ensuring that USD is a global and national leader as... Read More →

Linda Caballero Sotelo

Executive Director, New Americans Museum
avatar for James Lin

James Lin

Senior Director of Mission and Spirituality, GLIDE Foundation/Glide Memorial Church
I'm a native Californian who lived half of my life in other places. Some of the things I've been involved with: directing the Multicultural Resource Center at Reed College, helping found the Chinese UNTraining (a group working on internalized oppression in progressive Chinese communities... Read More →

Thursday March 7, 2019 10:00am - 11:10am PST

10:00am PST

Shaping the Future through Legacy: Art as a Tool for Reconnecting History, Healing, and Social change
This session exists in 4 stages: Creating Context, Self-Exploration, Self-Development through Art, and Connecting the Content. You enter the workshop’s circle with facilitators - Cam Perdido and Mable Sanders - and participants. The walls are an art gallery, highlighting historical moments. Then, facilitators contextualize their Filipino-American roots in higher education spaces. They discuss tracing the process of colonization, learning at one’s own pace but not at others’ expense, and how to acknowledge ancestral roots. Through exploring the art gallery, you unpack how different junctures in life have been affected by history. You link your roots and experiences to others. The purpose: to build authentic connections between participants and initiate curiosity for one’s own history. After, facilitators share personal art mediums to jumpstart the self-development practice. You create an art piece to process your stake in social change. Finally, facilitators connect self-healing, ancestral roots, and taking up space in civic work. Now, you carry skills for self-development and your art piece in your invisible backpack of privilege, power, and positionality. For YOU, this workshop inspired intentional self-development, rebuilding intergenerational relationships, connecting across difference, and entering a civic space with the knowledge of how legacy will change the trajectory of the future.


Cam Perdido

Student, INVST Community Leadership Program Class 2019

Mable Sanders

Student, INVST Community Leadership Program Class 2020

Thursday March 7, 2019 10:00am - 11:10am PST

10:00am PST

The Napier Initiative: Intergenerational Community Partnerships to Encourage Creative Leadership for Social Change
This presentation will share the story of the Napier Initiative, launched in 2010 to build intergenerational bridges between the residents of Pilgrim Place, a local retirement community, and The Claremont Colleges. Pilgrim Place is home to 330 residents, many of whom spent their careers in the United States and abroad as advocates for social change. As elders who continue to probe, connect and grow, they constitute a rich resource for helping talented undergraduates make enduring commitments to leadership for social change. Participants in this session will hear about the growth of the Napier Initiative from a post-graduate fellowship and mentorship program to the current format that also includes intergenerational courses taught throughout The Claremont Colleges. Each Napier course engages students and elder co-learners on issues related to peace, social justice, and/or environmental sustainability. The Napier courses include a community or civic engagement component, and also explicit discussions among instructors, undergraduates and elders regarding vocational commitment and leadership. The lessons learned from a five-year evaluation of the Napier Initiative will be shared and should be useful for spurring discussion about the challenges and opportunities of intentionally connecting community elders and college undergraduates in the collaborative pursuit of learning and social justice.

avatar for Gabriela Gamiz

Gabriela Gamiz

Director, Community Engagement, Harvey Mudd College

Karl Haushalter

Associate Profess of Chemistry and Biology, Harvey Mudd College

Thursday March 7, 2019 10:00am - 11:10am PST

11:30am PST

Grounding Ourselves in Community: A Critical Practitioners Guide to Not Knowing (Everything)
Recognizing complexity, contradictions, doubt in our own practice as service-learning faculty and program administrators, we seek ways to ground ourselves, students, and faculty equitably in the local community. For faculty, the paradigm shift from disciplinary expert to co-learner with students requires a surrender of the traditional academic “knowing”. Opening ourselves to learning and honoring community-based histories, contexts, strengths, and issues often runs counter to academic hierarchies and their role in perpetuating the status quo. Session participants will explore the presenters’ proposition that a critical approach to service-learning includes creating more space for faculty and students to critically reflect on our own identities, ideals, and implicit biases and cultivating dispositions that build capacity to authentically value and honor community voice, experience, and knowledge. We will share a series of frameworks from across and beyond the community engagement field that we integrate into faculty development and classes and an illustrative case study of faculty transformation. Participants will brainstorm how they might apply these frameworks in their own contexts: Positionality (Takacs, 2003), Cultural Humility (Tervalon & Murray-Garcia, 1998), Threads of Learning (Berling 2004), Critical Consciousness (Freire, 1970) , Accompaniment (Farmer, 2011), Othering/Belonging (powell, 2012), Asset Based Community Development (McKnight & Kretzmann, 1996).

avatar for Julia van der Ryn

Julia van der Ryn

Executive Director, Center for University Partnerships and Community Engagement/Assist. Prof. Philosophy, Dominican University of California
avatar for Lynn Sondag

Lynn Sondag

Associate Professor, Department of Art, Art History, Design, Dominican University of California
avatar for Emily S. Wu

Emily S. Wu

Assistant Director of Community Outreach and Project Development, Service-Learning Program; Religion Faculty, Dominican University of California
Emily S. Wu is a transnational foodie, an avid traveler, and a scholar of Asian religions in the globalized world. She is always interested in crossing boundaries and exploring diverse perspectives.

Thursday March 7, 2019 11:30am - 12:40pm PST

11:30am PST

School of Rock the Vote: Forging a Vision, Action, and Partnerships to Advance Student Voting and Activism
This interactive session will draw on the knowledge and experience of attendees, featured staff, student leaders and community partners connected to the USF McCarthy Center. Participants will discuss strategies for implementing programs to increase students’ participation in activities like voting and grassroots organizing. We will explore questions such as: What is your vision for student engagement in justice work on/off campus? How do you create space for student activism and launch formal programs? Who are your allies and partners and how will you overcome institutional resistance? What are some challenges and opportunities you face in achieving goals? To transition the discussion from vision to action, we will highlight two programs and share the mechanics of launching them, including challenges and opportunities inherent to the process. The case studies will include USF Votes, a voter engagement initiative, and the Community Empowerment Activist program, which connects students with grassroots advocacy organizations. This dialogical workshop is designed to be participatory--part story session, part power mapping. Attendees will acquire concrete examples on how to forge partnerships and build capacity to develop similar programs to strengthen our collective work to foster leadership and engagement for a more just, equitable, and sustainable future.

avatar for Liana Molina

Liana Molina

Program Manager, University of San Francisco
Liana Molina is the program manager for the Community Empowerment Activist program at the Leo T. McCarthy Center. The CEA program develops critically engaged students through a part-time paid internship placement with community-based organizations throughout San Francisco. She previously... Read More →

avatar for Alaina Arroyo

Alaina Arroyo

Community Empowerment Activist, University of San Francisco
My name is Alaina Aflague Arroyo and I am a fourth year undergraduate student at the University of San Francisco, studying Critical Diversity Studies and Sociology. I am of Native Chamoru, Mexican, and Puerto Rican ancestry. A lot of my interests surround the rights of Native Pacific... Read More →

Abree Dominguez

B.A. Media Studies, former USFVotes Team Leader, Andrew Goodman Foundation Ambassador, University of San Francisco

Araceli Tamayo-Lee

Field Organizer, San Francisco Rising
avatar for Angeline Vuong

Angeline Vuong

Assistant Director, Public Service Programs, University of San Francisco

Thursday March 7, 2019 11:30am - 12:40pm PST

11:30am PST

So, What Happens After You Are "Woke?" Service Learning Student Leaders Speak
Critical service learning, through reflection on issues of power, privilege, and oppression, can result in students becoming ‘woke’ to issues of injustice, whether it is police brutality, health disparities, the school to prison pipeline, or inequity in education. At CSUMB, Service Learning Student Leaders guide service learners in the process of becoming caring, respectful community members. However, our ultimate goal is for students to go beyond a service perspective to a social justice perspective, that is, to become “woke” to systemic inequalities and to take action. After an introduction to the CSUMB Service Learning Leadership Program, the student leaders will share stories about how their identities play a role in their work as mentors and role models. From their marginalized and privileged standpoints, the leaders will show how they navigate the challenges of becoming social justice change-makers. The session will end with interactive small group discussions and story telling about staying woke and taking action. The audience will come away with ideas for how to encourage critical service learning practices so that students who become aware of social injustice feel empowered to take action about the injustices they witness.


Jessyca Boone

Student, California State University Monterey Bay

Pamela Motoike

Faculty, California State University Monterey Bay

Sebastian Roti

Service Learning Student Leader, California State University Monterey Bay

Victoria Vasquez-Alvarez

Student, California State University Monterey Bay

Thursday March 7, 2019 11:30am - 12:40pm PST

11:30am PST

What Do We Mean by “Civic Engagement”? Conceptualizing a Critical Approach to Democratic Practice
Presently, there are many calls for higher education to once again be the incubator of democratic practice, particularly given widespread concern about the continuing disengagement of young people from electoral politics. Due to the divisive nature of our national conversations surrounding public policy, those on campus have regularly turned to community service as both a cure for democratic malaise, as well as a means to build bridges for greater social unity. However, given the entrenched nature of inequality within our societal structures, any emerging agenda around the growth of democratic practice cannot exist at the expense of working toward greater social justice. This session will engage attendees in a conversation about how we conceptualize what it means to be civically engaged. The facilitator will draw upon his experience teaching a course on critical civic engagement, which includes an examination of the systemic causes of inequality, as well as what informs our perspectives of how to address it. Colleagues will discuss the need for identity exploration within civic work, how we engage with community organizations who may be unintentionally perpetuating the status quo, and how we develop our students’ critical consciousness as a function of democratic practice.

avatar for Douglas Barrera

Douglas Barrera

Associate Director, UCLA Center for Community Learning
Doug Barrera directs the Civic Engagement minor and the Astin Civic Engagement Research program, teaches classes in the Civic Engagement subject area, manages AmeriCorps programs, and conducts research and assessment for the UCLA Center for Community Learning. Doug is currently exploring... Read More →

Thursday March 7, 2019 11:30am - 12:40pm PST
KIPJ 220

2:30pm PST

Decolonizing Service Learning and Emancipatory SLCE Assessment: Narratives from the Field
Purpose: This session examines the work of radical community engagement professionals seeking to grapple with the hegemonic nature of the service learning/community engagement (SLCE) field across multiple contexts using decolonizing theories and methodologies.
Objectives: As critical scholars and activists have provided frameworks and principles to enact emancipatory practices, the two scholars in this session explore the possibilities of decolonizing practices within the field. Through storytelling, these radical scholars seek to remake history by uncovering, reevaluating, and addressing taken for granted phenomena in service learning/community engagement that perpetuate systemic inequalities and the oppression of subaltern communities.
Partners: The scholars in this proposed session see themselves as inextricably tied to the communities and people that they are conducting research, learn, and practice alongside. Situating themselves in two different contexts, one radical scholar transforming the institution from within, the other stewarding transformation across multiple institutions as an independent consultant, both seek to employ decolonizing principles in SLCE and SLCE assessment.
Impacts: Each scholar will highlight their liberatory vision for SLCE drawing upon their lived experiences, critical theoretical knowledge and the context within which they do their work. Participants will leave with models to develop or enhance their own liberatory visions.


kortney hernandez

Site Manager, Jumpstart
avatar for Heather Mack

Heather Mack

Consultant, Heather Mack Consulting LLC
I am an SLCE assessment consultant. I specialize in the Carnegie Community Engagement Classification.I am committed to an emancipatory vision for SLCE. I accompany white SLCE practitioners in their transition from "inclusive" to "anti-racist." Together, with SLCE practitioners of... Read More →

Thursday March 7, 2019 2:30pm - 3:40pm PST

2:30pm PST

Dismantling the Walls: Facilitating Higher Learning in California Prisons and Jails
In the past 5 years, there has been a rapid expansion of opportunities for men and women who are incarcerated in California to further their education while in custody. The state is on it’s way to creating a prison to college pipeline that will impact students’ lives in a profound way. This workshop will provide an overview of the expansion of higher education in prisons and jails in the state of California. Two case studies will be presented: Cal State Los Angeles offers the only face to face BA degree program for incarcerated students in the state of California and also provides re-entry support via Project Rebound. Pitzer College (along with the Claremont Colleges) offers credit-bearing Inside-Out courses at the California Rehabilitation Center and is doing work to connect community college classes (from Norco) and their associate degree for transfer to their private college classes. They also work on reentry services and prison reform advocacy outside of the classroom. The workshop will explore the challenges of this work, the impact it has on students both in custody and on campus and what the potential is for this work to grow across the state.


Taffany Lim

senior director, California State University Los Angeles

Tessa Hicks Peterson

Assistant Vice President of Community Engagement Associate Professor of Urban Studies, Pitzer College
avatar for Ella Turenne

Ella Turenne

Associate Dean, Occidental College

Thursday March 7, 2019 2:30pm - 3:40pm PST

2:30pm PST

Picturing Community Engagement: What We Say Through Images and Stories and Why It Matters
This interactive workshop draws on research by Donahue, Fenner, & Mitchell (2015) to explore the ways that photographs convey to a broad audience of students, faculty, and community partners what service learning “is and can be” and to challenge the narrow understanding of service, racialized patterns of helping, and charity orientations to service-learning that result. Communicating the equity and justice oriented aspirations of our field requires thought in choosing images and frames for stories. By examining images of service learning from university websites, we seek to spark critical conversations about identity, representation, strategy and inclusion that highlight gaps between our theory and our practice. Organizations working in and with community to tell stories have expertise to share and wisdom to inspire campuses about relationships that are reciprocal and justice-oriented. This workshop will briefly present the research referenced above. Attendees will analyze images from the study and practicing the method of “audiencing” to share their understanding of those images. We will share how a community partner shares stories visually and end with facilitated discussion of how practitioners can tell stories to challenge ideas about inequality and identity, and to expand the range of ways considered appropriate to address social problems.

avatar for E’Rika Chambers

E’Rika Chambers

Executive Director, Collective Impact
E’rika Chambers is a dedicated advocate for youth development in the out of school time field. She has over 25+ years of experience working with youth. E’rika started her youth development work with the Boys & Girls Clubs of SF, where she learned to inspire & enable all young... Read More →

David Donahue

Director, Leo T. McCarthy Center for Public Service and the Common Good, University of San Francisco
avatar for Leslie Lombre

Leslie Lombre

Director, External Relations, Leo T. McCarthy Center for Public Service and the Common Good, University of San Francisco

Thursday March 7, 2019 2:30pm - 3:40pm PST

4:00pm PST

Building Capacity for Crossing Social and Political Borders through Sustained Dialogue
Sustained Dialogue is a highly adaptable intergroup dialogue model based on the work of Dr. Harold Saunders in international peace negotiations. The Sustained Dialogue Campus Network (SDCN) helps colleges and universities build capacity for campus dialogue by supporting administrators, faculty, staff, and students in developing and implementing campus dialogue initiatives and building campus cultures of dialogue. Students, faculty, staff, and administrators involved in campus SD programs together move from dialogue to action on community conflicts, especially those involving social identity. In this interactive presentation, SDCN staff will share profiles of varied campuses using the SD model and lessons for spreading dialogue work formally and informally on campuses. The session will also include key elements, concepts, and values of the model and a ready-to-implement activity to take home. This session should particularly benefit those considering implementation of intergroup dialogue processes within civic engagement programs for students, faculty, staff, administrators, and campus leaders.

avatar for Michaela Grenier

Michaela Grenier

Program Director, SDCN, Sustained Dialogue Institute
The Sustained Dialogue Institute helps citizens around the world to transform their relationships and to design and implement sustainable change processes. The Sustained Dialogue Campus Network (SDCN) first began to form as a student-created branch of SDI in 1999 and has since grown... Read More →

Thursday March 7, 2019 4:00pm - 5:10pm PST

4:00pm PST

Data, Demography, Democracy, Destiny
Given our current national political climate, there are valid and heightened concerns about the administration, integrity, and accuracy of the 2020 Census. The Census results will have a major impact on targeted resource allocations, the reapportionment of the US Congress, and legislative district boundaries; all of which can lead to policy changes that disrupt the pubic support systems and programs that underserved  communities, families and indivduals need. What can we learn from history? What actions can be helpful now as we prepare for Census 2020? What can we do as institutions of higher education to work along side our respective communities to increase awareness, to stay current on the latest Census related news; and together take action to ensure a representative count.

avatar for Sefa Aina

Sefa Aina

Director, Associate Dean and Director of the Draper Center for Community Partnerships, Pomona College
Sefa Aina is currently the Associate Dean and Director of the Asian American Resource Center at Pomona College.  He has served as an academic and student-organizational advisor, as well as an instructor for Asian American Studies programs at University of California, Los Angeles... Read More →
avatar for Robert Franco

Robert Franco

Director, Institutional Effectiveness, Kapi'olani Community College and University of Hawai'i
Dr. Robert Franco is a cultural anthropologist whose research focuses on contemporary Hawaiian, Samoan, and Pacific Islander sociocultural issues. As Director of the Office for Institutional Effectiveness (OFIE), he supervises institutional researchers who conduct quantitative studies... Read More →
avatar for Gabriela Gamiz

Gabriela Gamiz

Director, Community Engagement, Harvey Mudd College

Thursday March 7, 2019 4:00pm - 5:10pm PST

4:00pm PST

​Opening the Front Door: Aligning an Inclusive Mission by Examining Program Application Processes
We contextualize a theoretical commitment to inclusivity as a process from articulating mission, investigating program practices, collecting and analyzing program data, and tackling aspects of program design that are taken for granted – applications. We offer a case study of how approaching how students applie for experiential programs as being pedagogical and how, as we determined the potential barriers for access in those processes, we were better able to create a vision for programming that foregrounded access and student development aligned with our center’s mission. The process involved strategic meetings to generate shared understandings and goals around access and inclusion with multiple institutional partners. Initial qualitative data analyses of applications propelled further conversations about their curricular and gateway role in our experiential programs. Further quantitative data analysis of program participants along with mission-centered conversations resulted in the development of a revised program vision and application materials with intentional design, and the development of curriculum for student leaders to foreground questions of access as they selected student-participants for programs they lead. After presentation of this case study, we will facilitate workshopping strategic program design and best practices in the application processes. Participants are encouraged to bring program application materials to workshop.

avatar for Danika Brown

Danika Brown

Director of Curriculum & Fellowships, Center for Civic Leadership at Rice University
avatar for Morgan Kinney

Morgan Kinney

Associate Director, Center for Civic Leadership, Rice University
avatar for Caroline Quenemoen

Caroline Quenemoen

Associate Dean of Students, Rice University
Caroline Quenemoen is Associate Dean of Undergraduates and Director of Inquiry Based Learning at Rice University. In this role she oversees the Center for Civic Leadership and the university’s new initiative in experiential inquiry and research. Previously, she served at Rice University... Read More →
avatar for Alan Steinberg

Alan Steinberg

Associate Director, Center for Civic Leadership at Rice University
Alan Steinberg is an Associate Director of Houston Programs and Partnerships at Rice University's Center for Civic Leadership (CCL). He leads the Houston Action Research Teams (HART) program where interdisciplinary groups of Rice University undergraduates work on evidence based research... Read More →

Thursday March 7, 2019 4:00pm - 5:10pm PST
Friday, March 8

9:30am PST

Centering Racial Justice through Challenging White Supremacy Culture
Purpose: This anti-oppression workshop will focus on taking action to both identify and address common characteristics of white supremacy culture that manifest in organizations/institutions/communities. The widely known anti-racism tool, "white supremacy culture" developed by Dismantling Racism, lists out commonplace and unspoken norms that ultimately serve to reinforce systemic racism. As defined by Tema Okun, white supremacy culture characteristics are "damaging because they are used as norms and standards without being proactively named or chosen by the group…Because we all live in a white supremacy culture, these characteristics show up in the attitudes and behaviors of all of us – people of color and white people." Objectives: The workshop will introduce the concept of white supremacy culture and guide participants through discussion and reflection regarding how these characteristics show up within our communities (and ourselves). After the initial focus on identification/analysis, the workshop will transition into action planning to address white supremacy culture. This will include discussion of potential antidotes suggested by Dismantling Racism as well as holding space for participants to consider additional possible solutions. Impacts: Participants to come away with new analytical and action tools/ideas for transforming white supremacy culture to bring back to their communities.

avatar for Kathleen Ferrick

Kathleen Ferrick

Program Coordinator, University of Denver Center for Community Engagement to advance Scholarship and Learning (CCESL)

Friday March 8, 2019 9:30am - 10:40am PST

9:30am PST

Service Learning with LGBTQ Populations: Beyond Heteronormative Borders
Service learning courses such as Queer Painting, Queer Hip Hop Pedagogies and Comparative Queer Literature center the rights of marginalized groups through: proximity through interpersonal relationships; reinforcement of partners’ core talents and assets; and participatory evaluations. Students, a number of whom identify as ‘marginalized’ witness the spirited advocacy of organizations that mobilize against inequity. Course evaluations have been positive. The panel discussion at COS is inspired by a public reflection facilitated by the Haas Center for Public Service at Stanford in Fall 2018 that focused on issues such as reciprocity and sustainability in a partnership with the LGBT Youth Space and other organizations serving LGBTQ populations. In this follow up dialogue, the cohort of nontraditional educators, representing Stanford staff, adjunct and student instructors and community partners, will discuss their experience of cross-sector and multidisciplinary trespass that has allowed them to foster new praxis and platforms for open and ethical dialogue on community engagement and learning. They will promote the practice of participatory reflection and evaluation and argue that this is has been key to their development as emerging engaged scholars and practitioners.

avatar for Petra Dierkes-Thrun

Petra Dierkes-Thrun

Lecturer, Stanford University
Humanities and Digital Pedagogy Feminist, Gender and Sexuality Studies Contingent labor in an elite university

Adrienne Keel

Director of LGBTQ Programs, The LGBT Youth Space and LGBTQ Wellness
avatar for Chiseche Mibenge

Chiseche Mibenge

Director Community Engaged Learning, Stanford University
Dr. Mibenge is a human rights lawyer and educator. She has taught undergraduate and graduate level human rights courses at the City University of New York’s Graduate Center and Lehman College in the Department of Political Science and more recently in the Human Rights Masters Program... Read More →

Ashley L. Newby

Lecturer, Stanford University

Tori Parrish

Stanford student pursuing a B.A. in Art Practice with Honors & (student instructor), Stanford University

Friday March 8, 2019 9:30am - 10:40am PST

9:30am PST

We Believe People Matter: Equity Based Frameworks as the Foundation of Our Work
Despite the CSU’s historic commitment to access, too often we utilize a “deficit model” to both design programs for students from historically and currently underrepresented groups and to explain persistent, achievement, and graduation gaps. This deficit model assumes that students who do not succeed in the CSU are the problem that needs to be fixed. What happens if, instead, we focus on our educational model as the leading contributor to a lack of student success? The CSU Center for Community Engagement believes all students have the talent, drive and motivation to succeed. We strive to deliver supportive high-quality learning opportunities that honor their characteristics, knowledge, practices and attitudes. Therefore, we have adopted three core frameworks: Community Cultural Wealth, Spheres of Influence and Cross-Cultural Understanding. In this session participants will: • Develop a shared understanding of the benefits and challenges of the current use of language being used across higher education institutions to describe students historically and currently underrepresented in STEM degree programs. • Expand knowledge of several frameworks and models of theory, • Deepen our capacity to advance students’ education experiences using an equity lens.

avatar for Kristina Barger

Kristina Barger

VISTA Program Manager, California State University, Center for Community Engagement
avatar for Judy Botelho

Judy Botelho

Director, Center for Community Engagement, California State University, Center for Community Engagement

Friday March 8, 2019 9:30am - 10:40am PST

11:00am PST

Building Coalitions for Community Action Inspired by Student Research on Bullying
What can we do when conversations get shut down by legal machinations and polarization? The murder of Lawrence King by a classmate in a local junior high class for being gay created a toxic atmosphere in which many people, especially administrators, shut down. On the heels of this tragedy were a rash of suicides by young people around the country being bullied for being gay. My coalition-building inclinations leapt into high gear. I require students in my Intro to LGBT Studies class to do research projects every semester. So I organized an all-day summit of education, community, and faith leaders (it’s the language of religion that often is employed in these cases) at which my students presented their research on bullying and then sat at tables with leaders to engage in facilitated discussions that built on student research to imagine community actions leaders might engage in to change the culture of bullying and hatred. This workshop will review the key elements to my process for turning student research projects into productive community conversations on difficult topics that produce real action. Participants will brainstorm together problems in their communities and imagine ways to engage student research to creatively intervene.

avatar for Julia “Jules” Balén

Julia “Jules” Balén

Faculty Director, California State University, Channel Islands

Pilar Pacheco

Center Director, CSU Channel Islands

Friday March 8, 2019 11:00am - 12:10pm PST

11:00am PST

Equity, Community, and Student Voice: Integrative Coaching
This interactive session will model some of the work and research conducted by the session facilitators, then quickly turn the experience around to invite participants to further develop their own interdisciplinary, inter-personal and big question learning projects in the spirit of inclusiveness and multimodal ways of knowing. Presenters will share the purpose and design of the Integrative Coaching program at Dominican University of California through visual syllabi, student feedback and selected exercises (eg. identity wheel and interdisciplinary inquiry activity). Participants will be invited to reflect on similar elements at work in their own institutions and design versions of the activities that they could implement on their own campuses. Time will be set aside for the audience to reflect on how the workshop activities and integrative coaching model can be utilized to develop equity, community and student voice.

avatar for Matthew E Davis

Matthew E Davis

Integrative Coach, Dominican University of California
Executive Director, Pseads Institute for Innovation and LearningIntegrative Coaching and Digital PortfoliosService Learning, Equity and LinguisticsNeurocardiology, Embodiment and Composition StudiesContemplative Practice and Social Justice Movements
avatar for Cheramie Leo

Cheramie Leo

Integrative Coach, Dominican University of California

Friday March 8, 2019 11:00am - 12:10pm PST