2023 CTRL Conference Proceedings
The 8th Annual Culturally Responsive Teaching & Learning Hybrid Conference
Maritime Conference Center | April 20 & 21Conference Digest | Abstracts
Maura Hill
Associate Professor of English
Community College of Baltimore County
mhill2@ccbcmd.edu
Jadi Omowale
Associate Professor of English
Community College of Baltimore County
jomowale@ccbcmd.edu
The 8th Annual Culturally Responsive Teaching and Learning (CRTL) Conference was held from April 20-21, 2023 at the Maritime Conference Center in Linthicum, MD, hosted by the CRTL program at the Community College of Baltimore County (CCBC). Over 270 educators convened, both virtually and in person, including K-12, two-year and four-year faculty, as well as community partners from across the nation to share research and practices that foster contemplative and inclusive pedagogy. Over 40 students from CCBC were also in attendance as presenters and participants.
This year’s conference theme, “CRTL: Hearts, Minds, and Voices in Action—a Contemplative Journey,” acknowledged several truths about the work that we do in cultural pedagogy. Becoming an educator who can respond to and sustain the cultural strengths of our students requires that we always come back to ourselves in critical self-reflection. We take this journey together with students and educators who are all striving to become the best version of ourselves. The messages from both of our keynote speakers helped to sustain and inspire the attendees.
The conference opened on Thursday, April 20th with a keynote by former CCBC English faculty member Stephanie Briggs. Ms. Briggs spoke to the conference topic Hearts, Minds, and Voices in Action, with a focus on contemplative practices in education. In her address she defined and explained the differences between contemplative and mindful. To be contemplative is to express or involve prolonged thought, while mindfulness is the quality or state of being conscious or aware of something. Her intention was to relate both reflective practices and their value to educators and students. Briggs began with a focus on the personal and how we grow up in and with whom in our communities leads us forward in our lives. She shared a story about her parents and their prayer practice. This family ritual connects to the idea of How we be or How we do, and is important to who we are as educators. That served to undergird the ideas she began to present such as what contemplative pedagogy is and does. It involves teaching methods designed to cultivate deepened awareness, concentration, and insight. Contemplation fosters additional ways of knowing that complement the methods of traditional liberal arts education. Briggs suggested that this is a way for educators to engage with their students by bringing reflection practices into the classroom. She proposed that there is a quality of mindfulness that says, by spending time with something, we become more aware of what that something is. This supports the idea that if educators are mindful of the student experiences and see these as legitimate than we can change how students relate to our classroom materials. Students therefore further understand themselves and classroom content. When students have a deeper classroom experience, this allows them to retain the knowledge being shared because of the deeper meaning of the shared knowledge. She asked educators this question: What happens if my lived experiences don’t always connect with the lived experiences of those I am teaching, facilitating, or sitting next to in the classroom? This becomes a question for educators to seek answers to via reflection. She suggested that educators and students develop their own contemplative practices as a valuable part of their teaching and learning. Following her opening keynote address, Briggs lead a student-only session where she spoke to CCBC students about the importance of developing their own reflective practices and answering their questions.
On the second day, Dr. Laura Rendon shared with us a new dream for education during her keynote address, one that does not favor the intellect, Western ways of knowing, or a separation of the mind and the senses, but rather, a what she calls Senti/pensante, or sensing/thinking pedagogy, which is a way of teaching that honors a person's whole experience—their heart, mind and body. Dr. Rendon explained that this new dream of education is needed to face, and perhaps finally solve, the societal problems of racism, violence, and inequity that have been passed down through generations. The competencies students will need to face these issues include self-knowledge, empathy, compassion, and critical consciousness. This pedagogical approach validates the assets students, especially minoritized, low income, and first generations students, bring with them to the classroom. Dr. Rendon shares several “pracitcas de conocomiento,” practices that foster Sentipensante learning. These practices include creating and sharing a Cajita project, which celebrates student reflection on their personal culture, family and history; using photographs to create autoethnographies; reflecting on music and images to process the history of racial terror in the US; or bearing witness to violence by participating in vigils for the victims of the school shooting in Uvalde, TX. Employing these practices in the classroom does not mean giving up on the knowledge that students should learn; instead, Dr. Rendon assures us that these Senti/pensante practices make sure we “don’t give up on what it means to be human.”
In addition to the keynote addresses, 2 panel discussions, and 26 breakout sessions, attendees also enjoyed the opportunity to meet at an evening reception to enjoy some fellowship and connection over a meal, followed by a karaoke party!
We are grateful to our conference presenters who shared their passion and expertise with all of us, and we look forward to next year’s conference, which will be held April 18-19, 2024.
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Abstracts
Thursday, April 20, 2023
How we be, How we do, How we see
Stephanie Briggs
Owner of Be.Still.Move
Howard Community College
stefrbriggs@gmail.com
Ms. Briggs spoke to the conference topic Hearts, Minds, and Voices in Action with a focus on contemplative practices in education. In her address she defined and explained the differences between contemplative and mindful. To be contemplative is to express or involve prolonged thought, while mindfulness is the quality or state of being conscious or aware of something. Her intention was to relate both reflective practices and their value to educators and students. Briggs began with a focus on the personal and how we grow up in and with whom in our communities leads us forward in our lives. She shared a story about her parents and their prayer practice. This family ritual connects to the idea of How we be or How we do and is important to who we are as educators. That served to undergird the ideas she began to present such as what contemplative pedagogy is and does. It involves teaching methods designed to cultivate deepened awareness, concentration, and insight. Contemplation fosters additional ways of knowing that complement the methods of traditional liberal arts education. Briggs suggests that this is a way for educators to engage with their students by bringing reflection practices into the classroom. She proposed that there is a quality of mindfulness that says, by spending time with something, we become more aware of what that something is. This supports the idea that if educators are mindful of the student experiences and see these as legitimate than we can change how students relate to our classroom materials. Students therefore further understand themselves and classroom content. When students have a deeper classroom experience, this allows them to retain the knowledge being shared because of the deeper meaning of the shared knowledge. She asked educators this question: What happens if my lived experiences don’t always connect with the lived experiences of those I am teaching, facilitating, or sitting next to in the classroom? This becomes a question for educators to seek answers to via reflection. She suggested that educators and students develop their own contemplative practices as a valuable part of their teaching and learning.
Contemplative Instructors, Contemplative Learning: CCBC’s Writing in the Disciplines and Across the Curriculum Mindfulness Initiative
Alyssa Simms-Clark
Assistant Professor of Academic Literacy
Community College of Baltimore County
asimmsclark@ccbcmd.edu
David Hewitt
Assistant Professor of English
Community College of Baltimore County
dhewitt@ccbcmd.edu
Jennifer Ditkoff
Dundalk Campus Head Librarian
Community College of Baltimore County
jditkoff@ccbcmd.edu
Ashley Jenifer
Instructor of Behavioral and Social Sciences
Community College of Baltimore County
ajenifer@ccbcmd.edu
David Maylish
Associate Professor of Teacher Education
Community College of Baltimore County
dmaylish@ccbcmd.edu
This session presented shared experiences, practices, and findings by participants who had completed a mindful workshop series developed through a collaboration between CCBC’s Contemplative Community Circle and Writing in the Disciplines and Across Curriculum committees. The culmination of the workshops was the development of mindful practices that participants could use in their classrooms to increase student focus and motivation, decrease student anxiety, and foster connectedness. To open the session, Ashley Jenifer – one of the workshop participants – shared a mindful tapping technique with the session participants. Presenters then shared an overview about the formation of the workshop series and discussed the goal of the individual workshops. Participants in the workshop series shared their experiences in each of the workshops, as well as the mindful practices and teaching strategies that they developed as a result of completing the workshops. Participants in the session and participants in the workshops discussed the benefits of using mindful practices in the classroom and shared ideas for a repository of effective mindful practices for teachers to utilize.
Using Graphic Novels to Engage Hearts, Minds, and Voices
Robin Hawley-Brillante
Associate Professor
Notre Dame of Maryland University
rhawleybrillante@ndm.edu
Graphic novels align with Gholdy Muhammad's Pillars of Culturally and Historically Responsive Literacy (2020), which include identity, skills, intellect, criticality, and joy. In this session participants explored how transmediation functions in graphic novels through closure, transitions, and the interplay of text and images. We discussed how to connect with students' hearts and minds using graphic novels to engage student voices in issues of social justice.
Contemplation and Action in Student Affairs
Jill M. Krebs
Advisor
Carroll Community College
jkrebs@carrollcc.edu
Susan Leibman
Manager of Adult Education
Carroll Community College
Kiersten Meyers
Assistant Director of Disability Support Services
Carroll Community College
Topher Overdorff
Coordinator of Student Engagement and Leadership
Carroll Community College
Moderator: Martine Foreman
Assistant Professor of Social Sciences
Carroll Community College
Culturally responsive teaching and learning extends beyond the classroom; our individual and institutional commitment to social justice encompasses those services provided for students by advising, admissions, disability support services, and student engagement offices. We represented 4 different student support offices at Carroll. In this panel, we discussed projects we have created at Carroll out of our commitment toward greater diversity, equity, and inclusion. These projects include changes to our placement testing process, support for students with disabilities and learning differences, resources for English Language Learners, and identity-based student groups. Our goal was to generate ideas and discussion among audience participants. We had an engaged audience that asked great questions, helped us to think through our projects, and provided inspiration for ideas we can all take back to our institutions.
Embedding Contemplative Practice Into English 101 Classes to Focus/Refocus Students on the Connection Between Mindset and Success
Jewel Kerr Jackson
Associate Professor of English
Community College of Baltimore County
jjackson@ccbcmd.edu
Jada Avent
Student
Community College of Baltimore County
Albert Cantora
Student
Community College of Baltimore County
Ava Elzein
Student
Community College of Baltimore County
This session discussed how building mindfulness into an English classroom can contribute to overall student success and outlook for future success. We discussed the challenges of including mindfulness approaches in a virtual classroom and students shared the ways that mindfulness impacted their learning experience in English 101. Incorporating mindfulness into the English classroom helps students to develop their ability to focus and concentrate on their writing tasks. Being mindful helps students stay present and attentive to their writing process, reducing distractions and increasing their ability to stay on task. Mindfulness cultivates metacognitive skills, which help students develop the ability to reflect on their writing strategies, strengths, and weaknesses. Mindfulness practices, such as deep breathing, meditation, and self-reflection, can help students manage stress and anxiety associated with writing assignments. By practicing having a calm and focused mindset, students can approach their work with greater ease and confidence.
Do You Believe I Can: The Role of Adult Mindset in Student Success
Shauna F. King
School Culture and Climate Consultant
King Professional Development Services
shauna@shaunafking.com
It is important for educators to know the value of their belief in students’ abilities. Research demonstrates that teachers' expectations can significantly affect students' academic achievement and educational trajectories. Participants in this facilitated session had the opportunity to participate in a discussion about the relationship between teacher expectations, mindset, and bias. Participants completed a belief survey, ranking their agreement or disagreement with statements such as "students from disadvantaged backgrounds do not value education as much as other students" and "schools cannot be expected to overcome the disadvantages of race and poverty." Their responses were presented anonymously and discussed. While educators are not to blame for the presence of bias and racism in the classroom, they do bear ongoing responsibility for how it is disrupted and dismantled. This starts with the willingness to stop looking for potential in students and instead to believe they all have it. Participants engaged in contemplative activities to help cultivate positive mindsets and encourage faith expression in students' abilities.
All You Need Is a Little PLC
Mo Thomas
Director of Literacy at Urban Teachers
mo.thomas@urbanteachers.org
P-L-C is known to stand for Professional Learning Community. But who is the ‘professional’ when it comes to an inclusive, equitable, and culturally responsive learning environment? By decentering who can lead learning and engaging in solving problems of practice within various teaching and learning communities, we’ve created a transformational approach to learning that builds capacity, strengthens community, and deepens understanding. Now PLC stands for the Power of Learning in Community. Participants joined together for this session and we created a learning community. Within this community, we shared our organization’s journey of inquiry as we worked to shift mindsets, power dynamics, and expectations to build a more collaborative and culturally responsive learning environment for the students in our Educator Preparation Program and their students in their classrooms. The group then discussed how to harness power when learning in community as well as dissonant mindsets about working together post-COVID isolation. They all shared experiences from their work environments that were either conducive or hindering to the work. Afterward, community members named specific ways they could use the framework and the aspects of power from learning in community in their work. We concluded with a reflective discussion about a theory of action and how to apply it to their current work as well as identifying new learning communities they wanted to create to expand their PLC opportunities.
Effective practices that support and engage non-traditional adult learners
Haleh Azimi
Professor of Academic Literacy
Community College of Baltimore County
hazimi@ccbcmd.edu
Elsbeth Mantler
Assistant Professor of English
Community College of Baltimore County
emantler@ccbcmd.edu
This session provided an overview of some of the ways in which faculty can address the needs of their adult students in meaningful ways. Session attendees worked in groups and reviewed case studies at the end of this session, where they evaluated scenarios that adult students have faced in academia. The case study analysis promoted attendee participation.
Citizenship in Society: A New Scouts BSA Merit Badge Focused on Diversity, Equity, and Inclusion
Rudi Horner
Community College of Baltimore County
rhorner@ccbcmd.edu
Caroline Caughy
Scouts Troop 1485 (Sparks-Glencoe, MD)
Elise Adkins
Scouts Troop 1485 (Sparks-Glencoe, MD)
Scouts BSA (formerly Boy Scouts of America) now requires all Scouts seeking Eagle rank to complete a merit badge focused on principles of diversity, equity, and inclusion. Through small group discussion and personal reflection, we explored concepts related to stereotypes, identities, bullying and prejudice and examined how these ideas related to our experiences and relationships in Scouting and beyond. This was a poster presentation. The Scouts gained valuable experience in fielding questions from conference participants regarding a wide range of topics about Scouting, not just about the poster presentation itself. Many participants who stopped to talk related their own family's personal experiences with Scouting and left with a glimpse of some of the new approaches and activities of Scouting in 2023.
Mindfulness-Infused STEM Treatment, Placebo, or Nocebo?
Lakshmi Rajkumar
Assistant Professor of Biology
Community College of Baltimore County
lrajkumar@ccbcmd.edu
Stephanie Briggs
Owner of Be.Still.Move
stefrbriggs@gmail.com
The American Association for Colleges and Universities’ Institute on Teaching to Increase Diversity and Equity in STEM recognizes that our “demographic landscape demands that colleges adopt more daring approaches that are both evidence-based and culturally responsive, particularly based on how institutional structure disproportionately disadvantages students of color.” This presentation was open to all disciplines interested in the diverse uses of contemplative work beyond meditation.We emphasized the importance of critical questioning, deep reflection, and introspection that began with the importance of personal, individual assessment of pedagogical narratives and methodologies used in the classroom and ideas for designing a course that is both contemplative and culturally responsive. Participants also learned a variety of contemplative practices that can be used in the classroom.There was ample time provided for conversation, reflection, and discussion with the audience to share their thoughts and practices in their own classes and institutions.
Students at the Center of CRTL: the CRTL Student Workshop at CCBC
Maura Hill
Associate Professor of English and Co-Director of the CRTL Program
Community College of Baltimore County
mhill2@ccbcmd.edu
Patricia E. Quintero-Hall
Coordinator Intercultural Engagement
Community College of Baltimore County
phall@ccbcmd.edu
Damion B. Hocker
Student
Community College of Baltimore County
The mission of the Culturally Responsive Teaching and Learning program at CCBC is that we will be a culturally responsive institution with equitable outcomes for students, faculty, and staff. Over the past four years, we have brought our mission directly to students through the week-long CRTL Winter Student Workshop. We adapt our training modules to a student audience for an engaging and community-building experience. During this session, attendees participated in one of the opening activities from the workshop. Then, we briefly described the development of the workshop over the past four years, including support from CCBC’s School of Continuing Education and the Mellon Humanities for All Grant. Student workshop participants shared their experiences of the workshop and how they have applied what they learned in the workshop to their life at CCBC and beyond. Students shared that the workshop helped to expand their cultural competency, helped them to gain understanding of how to connect with people from diverse backgrounds, and helped them build skills in communicating and collaborating with diverse others.
Student perspective from Damion B. Hocker: The Mindfulness Approach Could Save Baltimore City.
Hock… Northeast Baltimore… Born Again Student… Eager To Learn… Imagine if Baltimore City Public Schools found a way to implement a mindfulness approach into its curriculum. Imagine if every day before class, starting at the pre-school and elementary school level, there was a five-minute breathing session. An “I See You” practice at the beginning of all Middle and High school classes. Can you imagine the impact that would have on our young residents of Baltimore City? Baltimore City has a problem. The problem is a lack of resources to help implement the mindfulness approach. Young children are bringing stress and traumas into the school setting and are not being given the correct tools to relax or cope. Yoga will work. A weekly walk in a state park will work. An Individualized Education Plan (IEP) is not going to work because it only addresses the educational approach. This does not remedy the inability to connect on a more emotionally mature level. It is time for the Department of Education to show prominent levels of integrity and find a way to bring mindfulness to the forefront of all education priorities. When I decided to attend the CRTL workshop this past January, I figured that I would listen in and gain a few perspectives on being a student at CCBC. Boy was I wrong. In the five days of the workshop, I gained an enormous amount of new knowledge. I met and conversed with people who if I saw on the streets would not have the time-of-day. Not in the negative sense of the saying. I know that I have been labeled to fit the description of many black male stereotypes. Because of that, I usually avoid eye contact with people. Especially if I am by myself. “Ma’am, I don’t want your purse, I have money.” CRTL has opened doors for me to be acknowledged for something that I truly am and that is a black man with a plan. The CRTL Conference was a game changer for me, a born-again student that is eager-to-learn. I sat and listened to professionals who have a plan to make things better. I ate with strangers who have a common goal. That goal is to live better by bringing mindfulness into their everyday practices. My short-term goal is to attain an associate in business administration. My long-term goal is to run my own 3PL. With both goals will come stress. I have been taught practices that will be beneficial for the rest of my life. I can only imagine if the tools I have gained through CRTL, and the mindfulness approach were readily available to me as a youth growing up and surviving in Baltimore City. Thank You CCBC/CRTL for allowing me another opportunity to be great.
Enhancing Faculty/Student Success Rates through Gradebook Analysis in a Diverse Classroom
Radhakrishnan Palaniswamy
Assistant Professor of Mathematics
Community College of Baltimore County
rpalaniswamy@ccbcmd.edu
Adugna Kebede
Assistant Professor of Mathematics
Community College of Baltimore County
akebede@ccbcmd.edu
Most of the time, faculty are challenged by the fact that they don’t know where to improve the student success rates through teaching methodology, assessment design and engagement techniques in a diverse classroom though they know how to do it. Under the current scenario, at CCBC, where our success rates and graduation rates are declining, it is very important to take proactive action at the beginning of the semester, in the classroom, and devise strategies to enhance success rates by implementing high impact practices. During the presentation, the gradebook analysis project was explained where in the faculty members will analyze the previous semester’s gradebook of a similar course, identify the assessments where students did not perform well, implement modifications in teaching, engagement, and assessment in the weak area content during the current semester, measure the outcomes at the end of the current semester and continue the improvement in modifications depending on the outcomes. This feedback loop project is based on root-cause analysis and can improve success rates. The attendees, present in the hybrid mode, were very enthusiastic and were very keen to implement the project in their classrooms. Overall, this CRTL 2023 conference provided us an opportunity to share our innovative strategy with the college community to enhance student success rates.
The Culturally Responsive Classroom: Heart, Mind, and Voice Praxis
Bibiana D. Koh
Associate Professor of Social Work
Salisbury University
bdkoh@salisbury.edu
This 75-minute interactive presentation proposed that anti-racist and anti-oppressive praxis must integrates heart, mind, and voice in a culturally integrated and culturally responsive classroom. The presentation was framed on three anti-racist and anti-oppressive praxis components that form the basis to advance well-being and contemplation about difference: (1) the lived experience of Korean Buddhist monks (heart praxis), (2) the neuroscience of implicit bias (mind praxis) and, (3) epistemic ethics justice (voice praxis). Constitutional abolitionist Dorothy Roberts (2019) defined praxis as a theory of change – thus, invoking action. Following an overview of each praxis (heart, mind, voice), practice implications were discussed.
The Lens of Social Justice: Mini Units that Honor Identity, Appreciate Multiculturalism, and Value Critical Consciousness
Dawn Little
Adjunct Instructor of Education
American University
Little@american.edu
This presentation was an exploration of two mini-units that integrate Social Justice Standards and the ELA Common Core Standards. Anchored by contemporary children’s literature, each mini-unit provided an opportunity for deeper exploration into topics of identity, multiculturalism and critical consciousness. We examined a fourth grade unit that focused on identity and reviewed five lessons and student work samples. Next we explored a first grade unit that focused on Civil Rights. We examined the unit through a dual lens: segregated schools and protests and marches. We ended the session with a discussion on how to have honest conversations about race with young children, because even our youngest learners are able to converse about hard topics.
Sense of Belonging: Through Student Voices
Dr. Raphael Stillings
Assistant Professor of Academic Literacy
Community College of Baltimore County
rstillings@ccbcmd.edu
This session provided instructors with practical strategies and techniques that supported Diversity, Equity, and Inclusion in the classroom. The purpose of the session was to have faculty self-reflect on practices already being used in the classroom to establish a Sense of Belonging while identifying other actions that can be integrated into the learning environment. During the session, participants read feedback provided by students to help faculty members identify best-practices that support student learning, student retention, and enhance academic outcomes. As participants read the feedback from students and heard the voices of students, they were challenged to self-reflect and participate in this learning activity:
As you read the guide, take personal inventory, and identify:
- 3 actions you have done to create a Sense of Belonging
- 3 actions you are doing to create a Sense of Belonging
- 3 actions you would like to do to create a Sense of Belonging
- 3 actions you need to do to create a Sense of Belonging
The two take away messages from this interactive session were: 1) You are a professional - there is no one way to create a Sense of Belonging. 2) Educators should listen to what our students are saying to us, the same way we expect them to listen to what we are saying to them. The Sense of Belonging: Through Student Voices Faculty Handbook and Practical Sense of Belonging Practices: Quick Guide was also provided to participants as take aways upon request.
Non-Racist versus Anti-Racist Educator 101
Nakeisha Savage
Anti-Racist Coach
Savage EduConsulting Agency, LLC
Savage.educonsulting@gmail.com
Angela Davis wrote that “in a racist society, it is not enough to be non-racist, we must be anti-racist”. The key difference between a non-racist and an anti-racist is action and as educators it is not enough to claim to be non-racist because this often means that microaggressions and small manifestations of racism are left to thrive ultimately contributing to keeping systematic racism in place. Educators must examine their thoughts, beliefs, mental models, and implicit biases as a first step to evolving from a non-racist to an anti-racist. During the session, participants explored an anti-racist continuum, identifying if their current actions place them in the fear zone, learning zone or growth zone. Next, participants reflected on how their experiences have shaped their beliefs and actions. Then, participants engaged in a simulation in which they could respond in a way that either “called out” or "called in" another person towards understanding, self-awareness and social awareness. The session concluded with participants initiating the creation of an action plan using a reflection tool that pushed them to do a resource inventory in order to identify a focus and subsequent action steps that will guide them in their continued evolution towards being an anti-racist.
Friday, April 21, 2023
Demystifying the Language and Policies of Higher Education as a Driver for Equity
Lynn MacLaughlin
Senior Director of Enrollment Services
Community College of Baltimore County
lmaclaughlin@ccbcmd.edu
Ginny Zawodny
Director of Financial Aid
Community College of Baltimore County
vzawodny@ccbcmd.edu
Liz Hart
Assistant Professor of English
Community College of Baltimore County
ehart2@ccbcmd.edu
Colleges are often said to function in silos, and community colleges are no exception. Silos exist between academic departments, but they seem to be even more apparent between the areas of Instruction and Enrollment Management/Financial Aid/Student Services. This presentation focused on the importance of intentionally "de-siloing" our institutions in an effort to achieve equity and social justice in our classrooms. The language of higher education is fraught with jargon and terminology that can seem like a foreign language, particularly to students new to the college or to First-Generation college students. Moreover, many of the deadlines and due dates (e.g., the withdrawal date, last day to drop classes with a refund) are also opaque to the average college student. Yet, these dates and deadlines have a significant and potentially life-altering impact on students who are unaware of these dates and policies. The presenters discussed how important it is for faculty and members of Enrollment Management and Financial Aid to collaborate and communicate about these important policies and deadlines. We explained how our intentional partnership is helping us have a better understanding of our individual areas, thus leading to better outcomes for our students. Working alongside colleagues outside of our own disciplines allows us to see new perspectives and helps us to demystify the language and policies of higher education to yield more equitable outcomes for our students.
Hearing and Supporting Black Voices in Higher Education
Antione D. Tomlin
Chair of Academic Literacies
Anne Arundel Community College
adtomlin@aacc.edu
This workshop revealed some of the untold stories of Black staff in higher education. In conversation with the book Working While Black: The Untold Stories of Student Affairs Professionals, panelists shared their lived experiences as Black staff while offering tips, strategies, and recommendations for how best to support Black staff at higher education institutions.
Centering Curriculum Consciousness and Culture
Marie Parfait-Davis
Equity Specialist
coaching@impactedconsultingagency.com
During this session, participants utilized several research-based resources in order to investigate the ways in which curriculum, levels of consciousness, and culture impact student learning. Participants used an equity lens to examine the effects of trauma and curriculum violence on student learning by analyzing and discussing tenets of critical consciousness by Paulo Friere and effective strategies to promote the social emotional well-being of students and staff. Participants used the Courageous Conversations about Race protocol to analyze examples of recent acts of curriculum violence and complete a framework to promote curriculum vibrancy.
Navigating the Implications of Generative AI in Teaching and Learning: Addressing Bias Through Culturally Responsive Instruction
James Braman
Associate Professor of Information Technology
Community College of Baltimore County
jbraman@ccbcmd.edu
Lex Brown
Associate Professor of Information Technology
Community College of Baltimore County
abrown9@ccbcmd.edu
Mary Jo Richards
Associate Professor of Information Technology
Community College of Baltimore County
mrichards@ccbcmd.edu
The aim of this presentation was to provide attendees with a comprehensive overview of generative artificial intelligence (AI), covering its underlying technology, ethical and privacy concerns, as well as its usefulness and challenges for educators and students. Dr. James Braman introduced the technology and explained that it requires machine learning on large datasets and complex algorithms to generate new content. Dr. Braman also discussed various types of generative AI, such as image, text, and music generation. Professor Brown emphasized the importance of addressing inherent AI concerns such as bias, privacy, explainability, and accountability. Professor Richards explored how generative AI could be utilized in education by personalizing learning experiences for students with customized content and feedback, and empowering educators with new, powerful tools to enhance classroom learning experiences. The presentation also discussed concerns related to the technology, including issues of academic integrity and potential degradation of critical thinking, reading, and writing skills. The presenters recommended that educators carefully consider the implications of using AI in their teaching practices and strive to promote responsible and ethical AI use in their classrooms and on their campuses.
LGBTQ+ Life on Campus Past, Present, and Future: Reflections from the “Making LGBTQ+ History at CCBC” Oral History Project
Jill Burke
Instructional Librarian
Community College of Baltimore County
jburke@ccbcmd.edu
Christine Dubowy
Assistant Professor of Biology
Community College of Baltimore County
cdubowy@ccbcmd.edu
Rakeah Glass
Program Coordinator of the Center for Alternative and Supported Education (CASE): Single Step
Community College of Baltimore County
rglass@ccbcmd.edu
Joie Johnson
Student
Community College of Baltimore County
Kris Rudolph
Student
Community College of Baltimore County
The "Making LGBTQ+ History at CCBC" Oral History Project is documenting the rich history of LGBTQ+ life at CCBC campuses. In Summer 2022, four student researchers participating in the project interviewed four informants who have, in years past, been leaders of LGBTQ+ student clubs at CCBC. These interviews capture a history that spans from the 1970s to the present day. In this panel discussion, we discussed how this project came together, provided information on the past and present landscape of LGBTQ+ organizations at CCBC, and played clips from the oral history interviews. Project participants, including student researchers, discussed the value of the project, the lessons learned, and the steps that were to make the project a success. The panel reflected on why campus LGBTQ+ organizations have been so important in the past and our hopes for LGBTQ+ organizations in the future.
Just In Time Guided Youth Dialogue: Lessons Designed to Foster Honest Conversations with Youth about Social Justice Issues
Vernelle Mitchell-Hawkins
Extension Educator/4-H Youth Development
University of Maryland
vmh@umd.edu
The Equity Guided Dialogues are a series of lessons designed to bring youth together to deliberate, reflect, and take action on social justice issues. Each dialogue focuses on issues that investigate systematic and structural injustices using multiple perspectives that lead to critical awareness, deep reflection, and self-awareness. Within the session, participants discussed the role that educators play helping youth talk openly about the historical roots and contemporary manifestations of social inequality and discrimination. The session supported facilitators interested in helping young people understand topics such as racism, implicit biases, and discrimination. These topics often require facilitating difficult conversations and providing youth with information that will help them to learn and grow. This 8 lessons introduced is intended to prepare youth for a more diverse and global economy. The complete guide includes a facilitator guide and supplemental materials. The workshop participants learned how to set the stage for effective dialogue and use the tool empower civic engagement with youth audiences.
Inclusion and Diversity in STEM classrooms: UHCL Pre-service Teachers’ experiences with Culturally Responsive Teaching
Takisha Gastile
Lecturer of Secondary Math and Science
University of Houston-Clear Lake
Gastile@uhcl.edu
Giazú Enciso Domínguez
Assistant Professor of Psychology
University of Houston-Clear Lake
Giazu.enciso@uhcl.edu
In this presentation, we presented our training designed on Culturally Responsive Teaching for the University of Houston-Clear Lake, Science Technology Engineering and Math students who are pre-service teachers. We discussed the engagement to a cohort of 50 students and implementation of a 6-hour seminar where the participants explored Culturally Responsive Teaching. In our session, we highlighted the importance of inclusion and diversity, discussed the need for Culturally Responsive Teaching, and discussed the responsibility we have as teachers/faculty in our classrooms. Participants also learned about the challenges in developing the Culturally Responsive Teaching training and reflected on how to incorporate CRT in their field.
Keeping It Real: Contemplating the Experiential Possibilities of Returning Students
Kris Messer
Assistant Professor of English
Community College of Baltimore County
kmesser@ccbcmd.edu
Jamey Gallagher
Professor of English
Community College of Baltimore County
Jgallagher@ccbcmd.edu
Robin Bauernfend
Student
Community College of Baltimore County
Nikia Burns
Student
Community College of Baltimore County
Christopher Eze
Student
Community College of Baltimore County
Tearial Frierson
Student
Community College of Baltimore County
Shaude Gross
Student
Community College of Baltimore County
Melvin Ocampo
Student
Community College of Baltimore County
Renee Parker
Student
Community College of Baltimore County
Elaine Rice
Student
Community College of Baltimore County
Pat Simms
Student
Community College of Baltimore County
This presentation explored the idea that adapting an asset-based, experiential framework could be one of the most foundational and crucial steps in transforming our structures to respect, and therefore retain and engage, returning students. If we transform our perceptions of how students interact with education to allow room for the panoply of situated practices – linguistic, cultural, local, geographical – students bring, then we can shift the entire mechanism of readiness towards equity. Students described their time in a classroom that respected their experiences.
Allyship Across Racial, Cultural, and Ethnic Divides: Exploding the stereotypes we use against each other that keep us divided. Finding ways to maintain partnerships in social justice work.
Bibiana D. Koh
Associate Professor of Social Work
Salisbury University
bdkoh@salisbury.edu
Su Kyong Isakson
Assistant Professor of Interpreter Preparation
Community College of Baltimore County
sisakson@ccbcmd.edu
Damon Krometis
Assistant Professor of Theatre
Community College of Baltimore County
dkrometis@ccbcmd.edu
Dr. Raphael Stillings
Assistant Professor of Academic Literacy
Community College of Baltimore County
rstillings@ccbcmd.edu
Frank Patenella
Maryland ACLU
Moderator: Jadi Z. Omowale
Associate Professor of English
Community College of Baltimore County
jomowale@ccbcmd.edu
This panel examined cross cultural/racial “beefs” often fueled by pervasive and stubborn stereotypes and misinformation honestly and openly. The intent was to foster and strengthen allyship and to work to the good of our students and our communities, and importantly, to not fall prey to one of the greatest tools of white supremacy “divide and conquer”. We used the work of Kimberly Crenshaw on intersectionality, the scholarship of Jurgen Habermas on intersubjective dialogue, and Lev Vygotsky on human language development. Our intent was to define what it means to be an ally, to explode stereotypes and misinformation, the underlying cause of much failed cross-cultural communication, and to find ways to build and maintain partnerships in social justice and educational work. During the session we defined the terms allyship, intersectionality, and intersubjective dialogue. Each panelist and the audience were asked to self-identify. We then explored and exploded the stereotypes which create our biases and keep diverse communities divided. Panelists answered 5 relevant questions: 1. What is allyship? 2. How do you think about it? 3. In what ways do you see yourself as an ally? 4. What are some of our current cross cultural/racial “beefs”? 5. How do you hold systemic power based on your identities? In what ways are you able to use your systemic power to help others? We ended by looking for real world solutions/suggestions of how to build bridges between our racial, ethnic, and cultural identities.
Lead with Love
Renuka Purimetla
Student Life & Engagement Coordinator
Community College of Baltimore County
rpurimetla@ccbcmd.edu
Lead with Love values are at the heart of everything we live, breathe, and do as passionate educators and leaders. Our workshop was designed to take us through a deep exploration of each of these values, giving us the tools to lead with love in our lives, classrooms, and communities by reexamining who we are and how we show up as individuals committed to using wellness as a vehicle for healing and social change through a trauma-informed lens. Research was discussed to understand the critical connection between educator well-being and student social, emotional, and academic learning. Teaching educators and leaders to prioritize our own well-being is so critically important for transforming education through the SEL*F model, an approach of social, emotional learning that starts with ourselves! As educators and leaders, it is our natural tendency to be so giving! We give so much of ourselves to our students, to our colleagues, to our friends, to our families. On the one hand this giving nature is what makes us such beautiful and amazing human beings, and on the other hand it can lead to some serious problems and heightened levels of stress if we ignore caring for ourselves. Participants were left equipped and empowered to teach in a trauma-informed, equitable, accessible, community-building, and healing-centered way. Some of these included co-creating community agreements in your classroom; taking on an assets-based approach which invites us to see and draw on the strengths, talents and the brilliance of every single member of our community; identity inclusive language in the classroom and maintaining a brave space for community agreements; building relationships across differences to ensure that different perspectives are brought into the space; and finally co-creating learning so that we can all be learners, and we can all can be teachers. This life-changing teaching approach will prepare anyone to catalyze healing and social change in your community and fulfill their greatest potential! This way we all become empowered and moved by each other's experience.
Explaining the Root Causes of Inequitable Aging Using the Intersectional Life Course Perspective: Three Culturally Responsive Tools
James A. Forte
Professor of Social Work
Salisbury University
jaforte@salisbury.edu
In this workshop, I shared my project synthesizing intersectionality theory and the life course perspective, and their convergences (core assumptions, root metaphors, concepts, and uses) as a new Intersectional Life Course theory. I described a course assignment teaching the application of Intersectional Life Course theory to root cause analysis to explain various unjust and inequitable patterns as experienced by populations characterized by diverse intersecting membership categories. We practiced three specific tools for root cause analysis as designed to generate empathic, empirical, and epidemiological “structural” explanations. I explained how these tools can be taught as part of a critical, culturally responsive applied science class. Participants engaged hearts, minds, and voices as a community of inquiry during a collective investigation of the inequitable distribution of the COVID-19 disease and pandemic-related problems.
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