Facilitating Student Diversity Education Experiences: A Guide for New Professionals
Summer 2008 - course #7 Instructors: Debra Y. Griffith & Thomas C. Segar Price: $120 Dates: July 7-28
Deadline: July 4
Course Overview:
New professionals asked to facilitate student diversity training experiences may feel unprepared for the challenge. The purpose of this course is to teach new professionals how to develop and implement student learning experiences around diversity and social justice. We will explore learning and development theory, presentation preparation, and delivery. During the three week course we will cover the following:
In this course students will:
Be introduced to new diversity tools.
Learn about the Multicultural Competency framework for understanding difference,
Understand new way to systematically develop, implement and assess diversity initiatives from a comprehensive framework of Multicultural Competency.
Learn to use the new diversity tools.
Create individualized diversity strategies.
Tailor the tool and strategies to reflect the uniqueness of their respective institutions.
Course Outline:
Understanding Theoretical Underpinnings - Learning and Identity Development theories
What Makes A Good Diversity/Social Justice Session?
What Makes for A Great Diversity/Social Justice Session?
Becoming A Trainer
Where Diversity/Social Justice sessions often go wrong!
Ten Things You Must Always Do and Ten Things You Must Never Do!
Distinguishing Content vs Context
Understanding the Four Workshop Flavors: Awareness, Appreciation, Acceptance and Advocacy
Avoiding the Same Old Stuff
What Really Matters!
Props, Props and More Props, but maybe Not?
Hows, 5 Whats, 5 Whens and 5 Wheres
Final Considerations
Learning Outcomes:
Participants will begin by reflecting on their own personal and social identities. Next, they will explore theoretical foundations of learning and identity development theories, practical workshop ideas, delivery strategies, and methods for creating effective and engaging student staff diversity training experiences. Participants will receive ready to use resources, activities, and a list of do's and don'ts for creating effective learning experiences. It is our hope that participants will leave the session with increased presenting efficacy.
Participant Expectations:
Participants are expected to read and complete all course material, and share what they are doing on their campuses, and participate in the discussions. The richness of the workshop will depend on the amount of time participants engage in the discussions. Participants should plan to spend approximately 2-3 hours per week on this course.
Instructor Bios: Debra Y. Griffith is the Director of Student Conduct & Ethical Responsibility at San Jose State University in Northern California. Ms. Griffith is a recognized professional in the field of Higher Education & Student Affairs having over 10+ years of experience in Residential Life and Judicial Affairs. Debra has extensive experience in conducting diversity trainings, leadership consultations, and student development. Currently her research interests focuses on the accountability of universities/colleges in their quest for inclusiveness and social justice.
An alumnus of Long Island University (Brooklyn Campus), Ms. Griffith received her Bachelor of Arts in Sociology. She then went on to study Counseling and Student Personnel at San Jose State University and was awarded a Master of Arts degree. Currently she is a doctoral candidate in Organizational Systems at Saybrook Graduate School in San Francisco, California
Thomas C. Segar is a third year doctoral student in the College Student Personnel program at the University of Maryland-College Park where his concentration is teaching and social justice within higher education. He is an independent consultant to colleges and other educational organizations who speaks, writes, and researches on leadership, diversity, and social justice topics. He has delivered over 130 presentations at institutions, organizations, and conferences throughout the United States. He has worked in various capacities within student affairs over the past 12 years including residence life, multicultural affairs, and disability services.
Tom earned his Master of Science degree in Counseling with a Specialization in College Student Personnel from Shippensburg University of Pennsylvania, and his Bachelor of Science degree in Psychology and Certificate in African American Studies from the University of Maryland.
