Director Raoul Peck envisions the book James Baldwin never finished – a radical narration about race in America, using the writer’s original words. He draws upon James Baldwin’s notes on the lives and assassinations of Medgar Evers, Malcolm X, and Martin Luther King Jr to explore and bring a fresh and radical perspective to the current racial narrative in America. [Magnolia Pictures]
Want to reach all your students? Want to be culturally inclusive, but not certain how? Come try out a few strategies with us. Each Inclusive Instruction for Diversity Mini-Workshop will target different inclusion goals and strategies. Practice with us at all or any of the Inclusive Instruction for Diversity Mini-Workshops. Sponsored by the Division for Diversity and Inclusion and the Faculty Center for Teaching and Learning.
35 participant maximum per session.
March 23, 2017
This Mini-Workshop provides methods and strategies to encourage diverse perspectives to maintain an inclusive learning climate and discusses ways to incorporate students’ diverse perspectives to improve student learning.
April 11, 2017
This Mini-Workshop assists instructors in methods to increase substantive diverse representation in their content. Participants will discuss ways to avoid “token diversity” or “diversity at the margins” as they design inclusive content to optimize student participation and learning.
Pratt is careful to point out that diversity encompasses all humans. He asks questions to get people thinking about what they can do to create a more inclusive culture. As faculty, staff and students consider these questions, they can work with his office to learn tools to improve the culture for everyone. After all, he said, diversity in the United States is not a new concept. “The Founding Fathers and mothers were native indigenous people, so it was diverse to begin with,” he said.
Pratt sees learning to mitigate bias as a key element of learning to interact in a global society.
“This is the world we live in. In order for students to be competitive and confident in their own skin, we need faculty to be culturally competent.”
People can begin to improve cultural competence by seeking exposure to others. This can start as simply as having a conversation. He seeks competence with a three-prong approach:
Increase awareness of cultural differences and value of them
Gain knowledge of differences and what skill set you need to become culturally competent
Acquire skills to be able to mitigate bias
Pratt sees these tools as essential. “Cultural competence is required for ethical leadership,” he said.
To find out more about Pratt’s efforts and how you can join, review the diversity programs at Missouri State.
Our university partners in the Lumina Project 2025 designed a cultural consciousness in the classroom training series to promote college readiness, enrollment and persistence efforts for low-income students from historically underrepresented groups including first generation students. Diversity training for key faculty is being initiated using a “train the trainer” model in order to enhance and increase the cultural consciousness and competency for those instructing such students especially GEP instructors and existing faculty. Join us in helping increase the retention rates and academic success of our first generation, Pell Grant eligible students from historically underrepresented groups by developing your awareness, knowledge and skills in our “Cultural Consciousness in the Classroom” professional development session. This will be the fourth and final session of the 2016-2017 academic year. Each session averages 17 faculty participants.
Presentation by Dr. David Roediger, Foundation Distinguished Professor of American Studies and History at Kansas University. He is the author of Seizing Freedom: Slave Emancipation and Liberty for All.New York: Verso, 2014; and co-author of The Production of Difference: Race and the Management of Labor in U.S. History, Oxford: Oxford University Press, 2012, and several other books, chapters, and articles on race, labor, and social justice in the United States.
“Seizing Freedom, David Roediger’s spellbinding account of black self-emancipation and the array of movements accelerated by this ‘general strike of the slaves’ as DuBois put it, reminds us that it is never too late to take up the democratic promise of Radical Reconstruction.”
— Angela Y. Davis, University of California, Santa Cruz
His book Seizing Freedom: Slave Emancipation and Liberty for All.New York: Verso, 2014, is available for purchase at this event.
Sponsors: African & African American Studies Committee, Division for Diversity & Inclusion, Faculty Center for Teaching & Learning, College of Humanities & Public Affairs, and Political Science Department.
First-Year Programs is recruiting excellent peer leaders. Peer leaders work side-by-side with a partnering instructor in a GEP 101 class. Not only do Peer Leaders have the opportunity to make an impact on the lives of our incoming first-year students, but they also have the opportunity to develop their leadership skills and hone their public speaking skills.
Peer leader informational sessions are scheduled for the following dates and times:
Thursday, February 9, 7:00-7:45pm, PSU 312AB
Friday, February 10, 12:30-1:45pm, PSU 312
Thursday, February 16, 3:00-3:45pm, PSU 317A
Students do not have to attend an information session to apply.
Missouri State University’s Scholar 2 Scholar program is accepting applications for the 2017-18 academic year.
Established to provide collaborative research experiences through matching undergraduate students with faculty mentors, Scholar 2 Scholar is a campus-wide research initiative that empowers students who are interested in working as research assistants with faculty from a variety of disciplines.
The meetings will take place in Meyer Library, Room 204.
Who is eligible?
Undergraduate sophomore, junior and senior students with work study awards are eligible to participate. Work study awards must be at least $1,000 per semester, $2,000 per year with possible summer employment for $1,000.
Students should apply for both the Scholar 2 Scholar program and the division for diversity and inclusion research assistant work study position no later than April 2017.
Students accepted to the program receive a wage of at least $9 per hour and have the opportunity to present their completed research projects at an on-campus research symposium.
Additionally, students must maintain a 2.40 cumulative GPA throughout the program and must be available for research instruction and work at least seven hours per week for up to 30 weeks.
Students gain research skills, experience
Scholar 2 Scholar encourages students, especially those from underrepresented and lower-income populations, to participate in research as early as possible in their academic careers.
Michael Davis, a graduate student studying professional studies with an emphasis in homeland security, did not always have the confidence he now has in his research capabilities.
“The program took me out of the academic environment and placed me in a real-world research environment,” said Davis, who got his undergraduate degree in psychology. “As part of the program, I developed and wrote the institutional review board (IRB) application, researched, compiled and analyzed the data, and presented my findings at the faculty showcase in fall 2016.”
Davis says his experience with the Scholar 2 Scholar program was the opportunity of a lifetime.
“Scholar 2 Scholar gave me the confidence to believe that wherever I go and whatever I do, I have the ability to do it myself,” said Davis, who was one of the first two Scholar 2 Scholar recipients. “If the opportunity arises for a student to undertake a project like this, he or she should grab hold of it with both hands and never let go.”