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

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

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

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

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

​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

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