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    NCORE is the most comprehensive national forum on issues of race and ethnicity in American higher education. The NCORE webinar continues the conference’s tradition of working to improve racial and ethnic relations on college campuses by providing virtual learning opportunities on effective strategies to enhance access, social development, education, communication, and cross-cultural understanding for traditionally underrepresented populations.

    COST: The first three introductory sessions are free of charge (August, September, and October 2018). Future webinars will be $50.00 each. Space is limited. 


    Kaleidoscope: Improving Campus Culture Using a Program with a Diversity Lens

    Presenters: Crystal Jushka and Adrienne German 

    August 29, 2018 | Registration is Full -- Email us to be added to waitlist.

    3:00 – 4:30 p.m. Central Time

    This session will examine the Medical College of Wisconsin’s Kaleidoscope program, developed to create a more welcoming campus, create cultural competence among students, staff, and faculty, and increase matriculation of underrepresented students. Presenters will show how MCW developed and delivers a much-needed forum for constituents to learn about and discuss issues of diversity. They will discuss how the program and featured topics regarding race and ethnicity are facilitated and provide engaging examples.

    Participants will be able to :
    1. Design, execute, and evaluate a reoccurring diversity and inclusion education program that is appropriate for transforming their own campuses to make it more inclusive.
    2. Utilize different dialogue guidelines and techniques to better generate discussion by participating in small Kaleidoscope example sessions.
    3. Effectively select and engage faculty members and/or partners in delivering material and facilitating discussion 
    4. Understand how the program can be used to break down walls of institutional racism and attract students from underrepresented backgrounds to the institution.
    5. Create and implement a communication plan to promote a diversity film and research forum series on your campus to encourage attendance and buy-in, making a successful program.
    6. Identify potential topics by referring to a provided list of resources that can be used while implementing your own diversity and inclusion programming.

    The Intersection of Strengths & Social Identity: Using the Clifton Strengths to Engage Conversation about Difference

    Presenter: Dr. Daniel Almeida

    September 26, 2018 | Registration will open August 27th.

    3:00 – 4:30 p.m. Central Time

    This session will engage participants in a discussion to unpack concepts of privilege and oppression and explore how our experiences of privilege and oppression have empowered or constrained our development and use of our natural talents using The Clifton Strengths Assessment. The assessment and its results are used widely on Cal Poly's campus and at other institutions of higher education in curricular and co-curricular activities and centers on the premise that individuals understanding of their unique combinations of talents and how to leverage them leads to success in a variety of areas of life. Participants will walk away with tools and strategies for engaging students, faculty and staff in conversations about differences in strengths, which can lead to effective conversations about other, often more challenging to talk about, areas of difference (e.g., race, gender, social class, sexual orientation, etc.). 

    By participating in this session participants will be able to:

    1. Articulate how at least one area of oppression and one area of privilege are related to an area of strength
    2. Recognize the Clifton Strengths assessment and education as a tool for promoting diversity and inclusion
    3. Engage in a discussion of difference with other participants using the Clifton Strengths as a tool

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    Crystal Jushka, M.Ed. received her master’s degree in Higher Education from Loyola University Chicago, focusing her studies on first generation college students. She formerly worked with Milwaukee Public School students in a precollege program and directed a college success program for underrepresented students at Mount Mary University before coming to the Medical College of Wisconsin in late 2015. In her current role as the Undergraduate Outreach Coordinator, she co-manages the Student Enrichment Program for Underrepresented Professions (StEP-UP) for which she designs and delivers preparatory curriculum and advising for local college students from historically underrepresented backgrounds who are planning to attend medical or graduate school. Crystal also serves as an inherent bias trainer for the Medical College of Wisconsin's chapter of the National Coalition Building Institute, advises the Student Health Initiative for Pipeline Programs student organization, and helps manage the Kaleidoscope film and research forum series that provides diversity programming to the campus.

    Adrienne German, MS  has taught in the Milwaukee Public School system and has served as an Admission Advisor for diverse students at the University of Wisconsin-Milwaukee prior to coming to the Medical College of Wisconsin (MCW) in early 2016. She currently serves as the High School Outreach Coordinator where she co-manages the Student Enrichment Program for Underrepresented Professions (StEP-UP) for which she designs and delivers medical education exposure programming to precollege students from backgrounds that are historically underrepresented in medicine. She is an inherent bias trainer for the Medical College of Wisconsin's chapter of the National Coalition Building Institute and helps manage the Kaleidoscope film and research forum series. She also serves as a member of the Ronald Reagan High School NAF Advisory Board, and advises the Student Health Initiative for Pipeline Programs student organization.



    Dr. Daniel Almeida is Assistant Professor and Coordinator of the MS in Higher Education Counseling/Student Affairs program at Cal Poly San Luis Obispo.Dr. Almeida has a PhD in Urban Education Policy with a concentration in Higher Education from University of Southern California. He is also Certified Diversity Training and a Gallup-Certified Strengths Coach. Dr. Almeida has conducted hundreds of workshops during his career with faculty, staff, students, administrators, and many others in the community to help them understand their unique combination of natural talents and how to leverage them to achieve success in various aspects of life. Dr. Almeida’s research includes using mixed methods to advance the conversation beyond strengths and talents to include issues of diversity and social context. His research explores the intersectionality of individuals’ various social and cultural identities and their strengths (as identified on the Clifton Strengths, formerly Gallup StrengthsFinder). This innovative research is informing a series of initiatives at Cal Poly and the California State University system. The analysis of student data will help inform the design of programming and workshops that engage students in conversations about diversity and inclusion through a strengths-based lens. Dr. Almeida has submitted National Science Foundation (NSF) grant to fund a program to coach engineering community college transfer students on understanding their strengths and identity in the 4-year college context at Cal Poly. Dr. Almeida will also be submitting another NSF grant in December 2018 to fund the development of a strengths-based program for retention and engagement for underrepresented minoritized faculty in the Science, Technology, Engineering & Math (STEM) fields at various California State University campuses. 



    Introduction to Social Justice Models of Disability

    Presenter: Julie Alexander

    October 31, 2018 | Registration will open October 1st.

    3:00 - 4:30 p.m. Central Time

    Social justice models of disabilities define a disability as the result of the interaction between a person with an impairment and an environment that creates a barrier for that individual. Social justice models differ from medical models in that it places more emphasis on social factors and environmental design. This session will highlight societal attitudes towards people with disabilities through a discussion on media representation, messaging, microaggressions and explore how higher education institutions can be more inclusive to people with disabilities. 

    By participating in this session, participants will:
    1.   Distinguish between medical and social justice models of disability.
    2.   Recognize and clearly analyze messages of disability in the media.
    3.   Identify microaggressions toward people with disabilities.

    Potential action items of the presentation are:
    1.  Implement elements of inclusive design of academic spaces.
    2.  Be intentional about language around disability.

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    Julie Alexander is an access consultant at Purdue University. She is originally from Port Huron, Michigan. She earned her Bachelor of Science in Psychology from Central Michigan University in 2003. She earned her Master of Arts in Professional Counseling in 2007. Ms. Alexander worked as an educational counselor at Ferris State University in Big Rapids Michigan for 10 years. Ms. Alexander began working at Purdue University in July 2017. Through her work with students with disabilities, she became very passionate about working toward an educational environment that is welcoming and inclusive to students with diverse backgrounds and identities.


    The National Conference on Race and Ethnicity in American Higher Education (NCORE®) is a program of the Southwest Center for Human Relations Studies

    For accommodations on the basis of disability, please contact the NCORE® office: (405) 325-3694

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    (405) 325-3694