Spring 2022 Antiracism Training — Choose a Campus Event

Step 1: Choose a Campus Event

Throughout spring term, select and attend, either live or recorded, an on-campus event of your choice that addresses an aspect of racism. CEDI has compiled a list of events, there are three categories to choose from.

Live Events

Recorded Events – Past LTC & Chapel Events

Recordings of Past LTC Events:

New Research on Students’ Sense of Belonging at Carleton. First-generation, low-income students face extraordinary challenges in adjusting to the academic culture and high expectations of Carleton. Academic advisers can help these students make the most of their Carleton experience through active listening and routine follow-up. This panel will explore what we know about first-gen, low-income students at Carleton based on institutional data and experience. The panelists will discuss some high-impact practices in advising and mentoring.

Microaffirmations. Microaffirmations, as the name implies, are the opposite of microaggressions–small actions, gestures, and interactions that can make traditionally marginalized individuals feel more seen, welcome, and safe in their environment. Though the term and concept of microaffirmation has been around for some time, it has generally given much less attention than microaggressions. Consequently, in communities like Carleton,faculty and staff are generally aware that small, everyday interactions can promote exclusion and perpetuate institutional prejudices, but very few have a working knowledge of how to reverse these behaviors. What kinds of positive messages, explicit policies, adjustments to messaging, etc. could help to make students feel more included in small, everyday ways?

Students will lead a discussion about everyday interactions they’ve experienced (positive and, if the students wish, negative as well) and get session participants discussing ways they can make their interactions with students more consciously inclusive.

Incorporating Social Justice Insights in the Language Curriculum. Faculty across the college are searching for ways to more fully embrace antiracist teaching.  In a summer reading circle, a group of colleagues in Spanish looked for theoretical approaches and practical applications to help students engage critically with current issues in Spanish-speaking communities, while further developing their language skills.  What can we learn from their experience?  What might translate to other disciplines and other classes?

Supporting Students’ Religious and Spiritual Identities. One approach to helping students with historically marginalized identities thrive and flourish in higher education is recognizing them as whole people including, often, their religious and spiritual identities.  How can we do this as faculty, advisers, and work supervisors on campus?  Join Al Montero and Carloyn Fure-Slocum for a discussion of some best practices in addressing this topic with students. Note: this was a stand alone session but intended to provide a follow up to Janet Lewis Muth’s Well-being On Campus presentation.

Decolonizing your Syllabus: Implicitly and Explicitly. In the context of our ongoing work in inclusion, diversity, and equity, many groups on campus have been discussing the cultural and racial perspectives that have shaped many of our disciplines and how to counteract them. Here is a chance to learn how three colleagues — Constanza Ocampo-Raeder (SOAN), Dan Hernandez (BIOL), and Kelly Connole (ARTS)–  have approached diversifying and decolonizing the scope, content, and dynamics of their courses and to join in a conversation with colleagues to want to think about how to do this for their own courses.

Peer Mentoring Programs in Academic Programs Supporting BIPOC Students. Several academic programs at Carleton programs are working with peer mentors to increase support for BIPOC and other students with historically underrepresented identities. Daniel Hernández and one of the mentors will explain the new Biology PEER (Persons Excluded because of their Ethnicity or Race) mentoring program. Thabiti Willis and Jorge Banuelos (’20) will discuss Jorge’s role as a 5th year intern for Africana Studies and his earlier work as an SDA for Africana Studies and Religion. Deborah Gross and Vermilion Villarreal (‘20) will present the FOCUS peer-mentoring program and Vermilion’s work with the FOCUS program as a 5th year intern.

Well-Being On Campus. How can we help all students thrive at Carleton, especially given the unprecedented mental health challenges students are experiencing? Can we promote students’ well-being through our courses and our advising practices without compromising faculty and staff well-being in the process? Join us to discuss models developed at Simon Fraser University and the University of Texas and to start envisioning what a Carleton College model could look like. This session is a follow-up to the Flourishing on Campus session at the LTC conference in December: you are very welcome to join us whether or not you attended that session. Please read these two documents in advance of the session if you can and come prepared to discuss which of the approaches you are already using with students or advisees and which 1 or 2 you might want to consider adopting. This session contains specific and helpful information relating to Black and Latinx students; it prompted the follow up session on engaging with students’ religious and spiritual identities as a follow up with specifically these groups in mind. 

What Supports Students, as Told By Alums and Current Students to Faculty. The Supporting Students working group of the large summer faculty anti-racism discussion held two listening sessions, one with alums and one with current students, in response to their letters and demands sent to the College over the summer. This LTC session will focus on how faculty can integrate best practices for being supportive of BIPOC students in the academic realm into their teaching and advising. If people haven’t seen this session, they should. It was extremely helpful and based on the conversations that came directly from the alumni and current student advocacy following the murder of George Floyd. 

Discussing Racism and Systemic Inequality. This past summer the Humanities Center supported 14 Summer Research Circles, many focused on issues of racism and systemic inequality. Come and hear about 3 of these discussions: Racial Identity and Ethnicity in the Ancient World (Classics); Discussing Blackness in the French Context (French); and Race, Caste, and White Supremacy in Contemporary Area Studies (Religion/European Studies).

The Role of the Imposter in Ethnic Minority Student Achievement. In the current political climate, ethnic minority students often encounter racially hostile college campuses. In spite of their achievements, ethnic minority students often feel like they have to prove that they belong. As a result, feelings of imposterism can cause ethnic minority students to doubt themselves. This talk will explore the role of the impostor phenomenon in ethnic minority student achievement.

ACM Anti-Racism Workshops. This has been a very interesting series produced by the Associated Colleges of the Midwest.  If you are looking for a particular recommendation from amongst the list, try Mesmin Destin’s presentation from January 2021 on Creating Effective Systems of Support for Historically Marginalized Students.  

Recordings of Past Chapel Events:

Martin Luther King Chapel Service on January 17, 2021, with Rabbi Isaama Goldstein-Stoll ’14 on “Praying in Their Footsteps: Continuing the legacy of Rev. Martin Luther King, Jr. and Rabbi Abraham Joshua Heschel”

Black History Month Chapel Service on Feb 21, 2021, with journalist Isma’il Kushkush on “The Evolving Malcolm X”

Martin Luther King Chapel Service on January 16, 2022, with Rev. Earl Neil ’57 on “From Dream to Reality”

Past Convocations

Winter 2022:

  • January 14 Convocation – Kao Kalia Yang ‘03
    • A Hmong-American writer, filmmaker, and teacher; she is also a cofounder of Words Wanted, a company dedicated to helping immigrants with writing, translating, and business services. 
  • January 28 Convocation – Valerie Gonzalez
    • An investigative reporter based in Pharr, Texas, unraveling complex issues and uncovering human stories from the Texas-Mexico border. 
  • February 4 Convocation – Toni Carter ‘75
    • The first African American ever to serve on a county board in Minnesota.  Her career has been devoted to working for communities that are typically excluded from the democratic process.

Fall 2021:

  • November 5 – Sean Sherman
    • A chef who has been cooking across the U.S. and Mexico over the past 30 years and has become renowned nationally and internationally in the culinary movement of indigenous foods. 
  • October 15 – Dr. Tiya Miles
    • Dr. Miles is a professor of history at Harvard University. Her work explores the meeting place of public memory, urban history, African American and American Indian history between the 18th and 21st centuries. 
  • October 8 – Anton Treuer
    • Treuer is a language warrior fighting for the survival of the 150 remaining indigenous languages in America, more specifically the Ojibwe language.
  • October 1 – Amalia Moreno-Damgaard
    • She is a native of Guatemala, chef entrepreneur and award-winning author. She started her own business that helps organizations of all sizes develop a broader understanding and appreciation for Latin cultural nuances.

Step 2: Report the Campus Event you attended/completed

The ability to report the Campus Event you attended/completed will be made available to you through PageUp, our Learning Management System (LMS). 

You will receive 2 e-mails from PageUp. The details regarding each e-mail and the navigation instructions are provided below.

1st E-mail – Sent on 4/20/2022

  • 1st E-mail: This e-mail was sent on the afternoon of 4/19/2022, buy one provides you the link to the learning activity that will collect the information regarding the Campus event you completed. The instructions for completing and submitting your information are in the Learning Activity course description, upon marking the course as completed you will be sent the second  e-mail.

2nd E-mail – This is generated once you have completed the instructions from the 1st E-mail

2nd E-mail: This e-mail provides you with a link to a survey form which will prompt you to enter in the information regarding the Campus Event you completed.

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