diversity and inclusion

Noted animal behaviorist Temple Grandin to speak at disability symposium

Anonymous — Mon, 19 Aug 2024 21:22:24 +0000

Noted animal behaviorist Temple Grandin to speak at disability symposium Anonymous (not verified) Mon, 08/19/2024 - 15:22

CSU professor credits her autism for her ability to think in pictures and thereby notice things that most people overlook

Temple Grandin, a groundgreaking professor of animal science at Colorado State University whose work has led to the more humane treatment of livestock around the world, will speak at the �鶹ӰԺ Disability Symposium Oct. 8 and 14-18.

According to David Braz, a faculty affairs coordinator in the College of Arts and Sciences, the symposium aims to bring attention to people who have traditionally flown under the radar.

“When we talk about diversity, equity and inclusion in public settings, and highlight a lot of groups that have been historically excluded, a group that does not seem to get as much attention are individuals with disabilities, whether apparent or not apparent,” he says.

One disability, or different ability, that often goes unseen is autism, something with which Grandin herself is intimately familiar.

Grandin has written several books about autism and her experiences living with it, including Thinking in Pictures, The Autistic Brain and Emergence: Labeled Autistic, which Oliver Sacks said was “unprecedented because there had never before been an inside narrative of autism.”

Though Grandin, who didn’t speak until she was three and a half years old, encountered teasing and bullying growing up, she nevertheless credits her autism with giving her the ability to think in pictures and thereby notice things that most people overlook.

“The thing about the autistic mind is it attends to details,” Grandin said during a TED Talk in 2010. “The normal brain ignores the details.”

It’s this detail-oriented way of thinking that has enabled Grandin to transform the field of animal agriculture globally. Over the course of her decades-long career, she has written more than 400 articles for scientific journals and livestock periodicals and has designed livestock facilities in the United States, Canada, Europe, Mexico, Australia and New Zealand.

Now perhaps one of the most recognizable and beloved scientists in the world, Grandin believes it is important for people to realize that not everyone thinks in the same way, and that’s a good thing. “The world needs all kinds of minds!”

Grandin's presentation will be in-person and on Zoom from 5:30-7:30 p.m. Oct. 8. Registration is required.

Grandin's presentation kicks off the weeklong symposium, whose aim is “centering the experiences of persons with disabilities on campus." It will focus on a range of topics, including navigating higher education systems while diagnosed with a disability; how disability and ableism are defined; barriers for disabled veterans in academic settings; medical advocacy; and more.

The symposium has been funded for a second year with support from the College of Arts and Sciences and the Office of the Senior Vice Chancellor for Diversity, Equity and Inclusion. The symposium has been made possible through the efforts of the College of Arts and Sciences Office of Justice, Equity, Diversity & Inclusion, University Libraries, the Be Well program, CU Disability Services, the Office of People, Engagement and Culture and students in the College of Arts and Sciences.

The symposium aims to inform students, staff and faculty but is open to the general public.

Registration is required. Links to register are included with each presentation, and each registration page includes the option to request accommodation if needed for registering.

Please note that some symposium attendees and participants may be immunocompromised. All attendees are encouraged to wear a mask while in attendance.

Each year, CU �鶹ӰԺ strives to create an experience that is accessible and accommodates the needs of those with disabilities. If you identify as having a disability, you will have an opportunity to indicate any accommodation requirements when you register using our online registration system. Please also feel free to e-mail us at asinfo@colorado.edu to let us know how we can better enhance your experience.

CSU professor credits her autism for her ability to think in pictures and thereby notice things that most people overlook.

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Why are there no Black basketball team owners?

Anonymous — Thu, 02 Nov 2023 19:22:29 +0000

Why are there no Black basketball team owners? Anonymous (not verified) Thu, 11/02/2023 - 13:22

A century ago, a Black-owned team ruled basketball—today, no Black majority owners remain

For the first time in 20 years, the NBA began its season with no Black-owned franchises.

In fact, there’s been only one Black majority-owned team in league history.

In late 2002, the NBA awarded an expansion team, the Charlotte Bobcats, to Black Entertainment Television co-founder Bob Johnson. Four years later, former NBA star Michael Jordan bought a minority stake in the franchise, and in 2010, he bought Johnson’s stake. However, Jordan sold his majority stake in the franchise in July 2023.

Jared Bahir Browsh is a teaching assistant professor of critical sports studies in the CU �鶹ӰԺ Department of Ethnic Studies.

This lack of diversity in basketball team ownership is especially disappointing considering the rich history of Black ownership in sports, which began when the top leagues in the U.S. were still segregated.

A century ago, one of the top pre-NBA professional franchises began play in Harlem thanks to the efforts of a Black business owner named Bob Douglas.

A challenge to the dominance of white sports

My students are often surprised that the history of professional team sports in the U.S. goes far beyond the NBA, NHL, NFL and MLB. But the media’s focus on the “big four” leagues can cause fans to overlook the incredible accomplishments and leadership of many pioneers in athletics, including those from marginalized groups whose participation in mainstream leagues were limited or banned.

The first 50 years of professional basketball was an amalgam of regional leagues and barnstorming teams. As with baseball and football, basketball teams from this era were segregated. But white teams and Black teams would square off against one another in exhibitions as they toured the country.

On the business side, many white businessmen were profiting from – if not exploiting – this Black talent pool, arranging tournaments and competitions and taking a disproportionate cut of the earnings. But Black entrepreneurs saw an opportunity to support Black communities through sports by keeping the talent – and money – from exclusively lining the pockets of white owners.

Douglas helped found the Spartan Field Club in 1908 to support his and other Black New Yorkers’ interest in playing sports. These clubs provided facilities and organized amateur teams across a number of sports, with cricket and basketball being among the most popular.

Douglas had fallen in love with basketball after first playing in 1905, only a few years after he had immigrated to New York from St. Kitts. Despite encountering discrimination as a Black man and immigrant, he founded and played for an adult amateur basketball team within the club named the Spartan Braves. He transitioned to managing the club in 1918.

Douglas was searching for a permanent home for his team and offered to rename the Spartan Braves the Harlem Renaissance in exchange for the use of the Black-owned Renaissance Ballroom & Casino on Seventh Avenue between 137th and 138th streets. The team played its first game as the Renaissance on Nov. 3, 1923, with Douglas signing his players to full-season contracts.

Harlem’s Renaissance Ballroom & Casino was the home of the New York Rens. (Source: Michael Ochs Archives/Getty Images)

Two years later, the “Rens,” as they came to be called, were declared the World Colored Basketball Champions. The squad went on to establish itself as a national powerhouse and competed in some of the first professional basketball games between white teams and Black teams. In 1925, the Rens bested the Original Celtics, a white team from Manhattan’s West Side that many viewed as the top team in the nation.

The next year, another all-Black team claiming Harlem as its home was founded. Unlike the Rens, however, the Harlem Globetrotters had no connection to the New York City neighborhood. They were based out of Illinois and had a white owner, Abe Saperstein, who sought to profit from the connection between Black Americans and the place that served as the epicenter of Black culture.

A stretch of dominance

During the 1932-33 season, the Rens won 120 of the 128 games they played, including 88 in a row. Six of the losses came at the hands of the Original Celtics, although the Rens did end up winning the season series, beating their all-white rivals eight times.

Basketball’s influence on Black culture continued to grow throughout the interwar period. During Duke Ellington concerts, basketball stars like Fats Jenkins would entertain the crowd between sets, facilitating the deep cultural connection between basketball and Black music that continues today.

By the end of the 1930s, the Rens and Globetrotters were not just looking to prove themselves as the best Black teams but also establish themselves as the best basketball teams in the nation.

In 1936, the New York Rens played a two-game series against the formidable Oshkosh All-Stars, who played out of Wisconsin. The popularity of the games led to Douglas and Oshkosh founder Lon Darling to agree to a longer series, with the Rens winning three of the five games.

Douglas agreed to extend the competition another two games to create a “world series.” Oshkosh ended up winning them both to take the series. The victories led Darling and the All-Stars to join what would become the National Basketball League, a predecessor to the NBA. The NBL signed its first Black player in 1942, five years before Jackie Robinson made his MLB debut.

As the NBL grew in popularity, the World Professional Basketball Tournament was created. In the 10 years the tournament was played, NBL teams won all but three championships, with all-Black teams claiming the other three. But only one of those teams – the Rens – had a Black owner.

War, competition and integration

The Rens struggled to maintain their dominance after the newly established Washington Bears, another all-Black team, poached a number of Ren players in 1941. The Bears were founded by legendary Black broadcaster Hal Jackson and backed by theater owner Abe Lichtman, who lured players with higher pay and a lighter schedule.

After the war, a number of NBL franchises struggled, including the Detroit Vagabond Kings, who dropped out of the league in December 1948. Since the league needed a replacement, the Rens moved to Dayton, Ohio, and finished the season with the NBL, becoming the first Black-owned team in a primarily white league.

The NBL shuttered following the season, and several teams joined the newly formed NBA, leaving the Rens behind. The NBA was segregated during its first season after the merger was completed. But in 1950, several Black players – including former Rens player Nat “Sweetwater” Clifton – integrated the league.

Nat ‘Sweetwater’ Clifton played for the New York Rens and went on to become one of the first Black players in the NBA. (Source: Bettmann/Getty Images)

As professional sports grew and continued to integrate over the course of the 20th century, all-Black teams lost much of their top talent to white-owned teams. Despite quotas that limited the number of Black players on white-owned teams, the loss of top talent led to the end of teams like the Rens.

The unique community and fan experiences fostered by these all-Black franchises was forever lost.

The Rens legacy

In 1963, the 1932-33 Rens squad was enshrined in the Basketball Hall of Fame. Several individual players, along with Douglas, would enter the Hall in later years.

Today there are no Black majority owners in any of the four major North American professional leagues. There are a handful of Black Americans who are minority owners of teams – former NBA stars Dwyane Wade and Grant Hill have minority stakes in the Utah Jazz and Atlanta Hawks, respectively – but it isn’t clear how much influence they wield.

It’s an especially discouraging situation for the NBA. In a league that is over 70% Black, the dearth of Black owners and executives can lead to a disconnect between the players and the people running the league.

In recent years, players have clashed with owners over dress codes, discipline and political protests.

As league revenue continues to soar, and the NBA serves as an example for inclusive hiring practices, the lack of Black ownership is harder to ignore 100 years after the Rens first stepped on the court.

Jared Bahir Browsh is an assistant teaching professor of critical sports studies in the CU �鶹ӰԺ Department of Ethnic Studies.

This article is republished from The Conversation under a Creative Commons license. Read the original article.

A century ago, a Black-owned team ruled basketball—today, no Black majority owners remain.

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Museum creates science teaching tools for deaf students

Anonymous — Thu, 24 Aug 2023 22:11:37 +0000

Museum creates science teaching tools for deaf students Anonymous (not verified) Thu, 08/24/2023 - 16:11

Katie Langford

CU Museum of Natural History launches pilot for science-education tools using American Sign Language

A team at the University of Colorado Museum of Natural History is working with education and disability advocates to create science-education resources for deaf and hard-of-hearing children.

Funded through a $22,800 grant from the CU �鶹ӰԺ Office for Outreach and Engagement, university staff are collaborating with educators and experts to develop free archeology, paleontology and biology lessons in American Sign Language, Spanish and English available to the public online.

“The COVID-19 pandemic drove home in a relatively immediate and urgent way just how serious the impact is on all communities that are losing access to education resources,” says William Taylor, assistant professor of anthropology and curator of archeology at the CU Museum of Natural History.

William Taylor, curator of archaeology in the �鶹ӰԺ Museum of Natural History, is part of a team creating educational resources for children who are deaf or hard of hearing.

“I think we observed that some of the communities that are hardest hit by the impact are those that are underserved to begin with.”

Creating inclusive science education

The idea to create science education tools in ASL, as well as Spanish and other languages, was a long time coming for Taylor and Cecily Whitworth, project co-directors and siblings.

Taylor and Whitworth, a former linguistics professor who now works in advocacy with Montana Family ASL, each brought a distinct perspective to the project.

Whitworth, who is deaf, says her approach to the project has roots in seeing how inadequate education resources affect deaf children in rural communities.

It’s not unusual for there to be only one deaf child in a rural town or school district, and with resources far away or otherwise inaccessible, language deprivation is “a huge problem,” Whitworth says.

While newborn-hearing screenings are the norm, deaf children can still miss out on weeks, months or even years of language acquisition before and after they’re identified.

“If the family lives a far distance away from a big city or maybe decides they don’t want to rely on ASL, the infant continues to miss out on a lot of typical language acquisition milestones, and that causes permanent problems throughout their life,” Whitworth says.

Rural communities may not have ASL classes or a deaf community to support families, Whitworth adds. That’s where online education resources for deaf children can start to bridge the gap.

Taylor says Whitworth’s experience is the reason he enters museums thinking about whether the content is being shared with the deaf community.

Cecily Whitworth, who works in advocacy with Montana Family ASL and who is deaf, created illustrations for the ASL educational materials, including the ASL words for archaeology (left) and hat (right).

“The truth of the matter is that at most museums, especially smaller museums that struggle with funding, that are understaffed and reactive rather than strategic with their planning, the folks that get the short shrift with content, accessibility and science education are the disabled community,” Taylor says. “That’s true at every museum, but it’s also true at our museum.”

Highlighting excellence

The program’s first lesson, “Let’s Talk �鶹ӰԺ Archeology,” is aimed at children ages 4-7 and introduces them to Amelia Dall, an archeologist who is deaf, who talks about what archeologists do and what tools they need in the field. Dall uses ASL, and the video includes English captions.

Students can also learn ASL archeology vocabulary and fill out a worksheet.

Taylor and Whitworth developed the materials along with the museum’s archeology team, Montana Family ASL and other public-education experts, who met to decide what core concepts to introduce through the lesson and how to make it accessible for young children.

“One of the things about the project is we want to have it not just be an archeologist talking in ASL translation. We want deaf scientists and educators to present directly to kids, because there’s something special about learning it in their language,” Taylor says.

Archaeologist Amelia Dall, who is deaf, explains archaeology in ASL for the video "Let's Talk �鶹ӰԺ Archaeology."

While the concepts being taught are simple, the lessons give kids a chance to encounter deaf scientists, Whitworth says.

“I think that’s where the potential long-lasting impact is of a project like this, to show people excellence and show them you can do this. Those hopes and dreams can get hard-wired when you’re really young,” Whitworth says. “Deaf, hard-of-hearing youth and other minority children often don’t think they can achieve those goals or do those jobs.”

In the coming months, the team plans to launch similar lessons for biology and paleontology, offer lessons in Spanish and potentially expand into other areas of study.

“Our hope with this project is we get other folks excited to develop resources for things like planetary sciences, engineering—there’s a whole diverse range of exciting academic fields and sciences,” Taylor says. “We want for folks to come forward and say, ‘We want to add our voice to this project.’”

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CU Museum of Natural History launches pilot for science-education tools using American Sign Language

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CU �鶹ӰԺ, Fort Lewis College support Native American astrophysics students

Anonymous — Fri, 14 Jul 2023 02:01:59 +0000

CU �鶹ӰԺ, Fort Lewis College support Native American astrophysics students Anonymous (not verified) Thu, 07/13/2023 - 20:01

Doug McPherson

Julie Comerford, associate professor of astrophysics, initiated the NSF-funded research program opening pathways to students often underrepresented in physical sciences

A new program at the �鶹ӰԺ is helping Native American undergraduate students delve into astrophysics and more fully participate in scientific research that frequently happens on Indigenous lands.

The National Science Foundation-supported program is a partnership between CU �鶹ӰԺ and Fort Lewis College in Durango, Colorado. Julie Comerford, associate professor of astrophysical and planetary sciences, who is leading the program, notes that Fort Lewis College does not have an astrophysics program, so students interested in the field lack opportunities.

“The intent is to open pathways to astrophysics for Native American students,” Comerford says.

Julie Comerford, associate professor of astrophysical and planetary sciences, initiated a summer research partnership between CU �鶹ӰԺ and Fort Lewis College to open pathways to astrophysics for Native American undergraduate students.

The American Institute of Physics reports that for every 1,000 Native American students who earn a bachelor’s degree, only four do so in physics or geosciences.

“In individual terms, an average of two Native American students earn a bachelor’s degree in astronomy each year, and fewer than one earns a Ph.D. in astronomy each year,” Comerford says. “These low numbers are especially stark for a field that builds many of its ground-based telescopes on land that’s sacred to Indigenous peoples. So even though our program is small–only three students per year–the potential impact could be massive in terms of opening pathways to astrophysics.”

Individualized research

Each student in the program is participating in a different research project with their advisor, who are CU �鶹ӰԺ or National Solar Observatory faculty members. The students’ projects include analyzing images from the Daniel K. Inouye Solar Telescope in Hawaii and using image data from Mars rovers and orbiters to study high-altitude noctilucent clouds—research inspired by the student’s experience during childhood of seeing a sunlit cloud in the sky at night. Program participants also are exploring qualities of planets beyond our solar system.

In addition, the students are taking part in professional development workshops hosted by the �鶹ӰԺ Solar Alliance Research Experience for Undergraduates, part of the CU �鶹ӰԺ Laboratory for Atmospheric and Space Physics. The workshops include how to give a brief description of their research projects, how to write scientific abstracts, how to make a research poster and how to apply to graduate school. The students also get mentoring from CU �鶹ӰԺ graduate students.

Astrophysics program interns and mentors—including (left to right around the table) intern Yoshi Levey, mentor and CU graduate student Charles (Charlie) Marrder, mentor and CU graduate student Anna Zuckerman and mentor and CU graduate student Marcel Corchado-Albelo—attend a professional development workshop at the Laboratory for Atmospheric and Space Physics/National Solar Observatory in �鶹ӰԺ.

The idea for the program came to Comerford when she saw an NSF solicitation for its Partnerships in Astronomy & Astrophysics Research and Education (PAARE) program, which works to improve astronomy and astrophysics research and education.

“I thought it sounded really interesting and worthwhile,” Comerford says.

Statewide partnership

As Comerford was thinking about what institution to partner with, her department chair, Nils Halverson, mentioned the CU �鶹ӰԺ-Fort Lewis partnership the CU@FLC Postdoctoral Teaching Fellowship Program, started by former Associate Dean for Research Theresa D. Hernández and James White, former acting dean for the CU �鶹ӰԺ College of Arts and Sciences.

“I reached out to Theresa to learn more and came out of that conversation thinking that Fort Lewis College would be an amazing partner.” Comerford says. “I owe a lot to Nils and Theresa for encouraging me and helping me get my PAARE proposal off the ground. I wrote the proposal in January 2022, so it's been 18 months to get from the proposal to this first cohort of students.”

Hernandez says Comerford's partnership with Fort Lewis College creates an amazing opportunity to engage undergraduates in astrophysics and to increase the recruitment, retention and successes of groups often underrepresented in that field.

“This program also rounds out CU’s and Fort Lewis College’s Post-Doctoral Teaching Fellowship Program,” Hernandez says. “Together, these create a strong foundation for regular interaction between both campuses and for students through their undergraduate, graduate and post-doctoral studies. We’re thrilled that the first group of students have started, and by Dr. Comerford’s strong commitment to this important work in her field.”

In summer 2025, alumni from the astrophysics program will gather at Chimney Rock National Monument in southwest Colorado for the lunar standstill, during which the full moon rises between two rock formations as viewed from an ancestral Puebloan ceremonial site.

Andy Cowell, faculty director of the Center for Native American and Indigenous Studies (CNAIS) at CU �鶹ӰԺ, says CNAIS is excited to support Comerford’s project. “We’ve been working recently to expand our cooperative work with natural sciences departments. We want to help promote not just Native and Indigenous Studies as an academic discipline, but also Native communities in all academic areas across the campus, and this project is a good example of how that can be done.”

Comerford says she has funds to run the program for three summers. After the third summer, she plans to gather all program alumni at Chimney Rock National Monument in southwest Colorado for the 2025 lunar standstill, during which the full moon rises between two rock formations as viewed from an ancestral Puebloan ceremonial site.

“I want to use these first three years to establish the program, and then grow it into a longstanding, established program with institutional support from CU �鶹ӰԺ,” Comerford says, adding that she thinks of the NSF funding as a seed grant. “The goal is for this to become an embedded program that continues decades from now.”

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Julie Comerford, associate professor of astrophysics, initiated the NSF-funded research program opening pathways to students often underrepresented in physical sciences.

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Opening doors for a more robust exchange of ideas

Anonymous — Tue, 24 Jan 2023 19:54:01 +0000

Opening doors for a more robust exchange of ideas Anonymous (not verified) Tue, 01/24/2023 - 12:54

Doug McPherson

CU �鶹ӰԺ tapped for new network to promote positive culture change through viewpoint diversity, open inquiry, and constructive disagreement

CU �鶹ӰԺ has been chosen by Heterodox Academy (HxA), a nonprofit that works to increase the values of open inquiry, viewpoint diversity, and constructive disagreement across higher education, to be a part of HxA’s new campus community network.

The network’s goal is to change campus culture and institutional practices by empowering HxA members to promote those HxA values. CU �鶹ӰԺ is one of 23 universities (chosen from 43 applicants) across the United States and Canada—among them are: Cornell University, Massachusetts Institute of Technology, Johns Hopkins University and McGill University.

The president of HxA, John Tomasi, said CU �鶹ӰԺ “stood out to us as a great example of HxA's values in practice, and a receptive environment to building a strong campus community. �鶹ӰԺ already has active HxA members on campus with a strong interdisciplinary focus. We can't wait to see their contributions in this new capacity."

The co-chairs of HxA at CU �鶹ӰԺ are Pilar Sattler-McQuillan (left), Matthew Burgess (center), and Peter Newton (right).

Each campus community will be led by HxA member co-chairs who may be faculty, staff or graduate students at the university. The co-chairs at CU �鶹ӰԺ are Matthew Burgess, assistant professor of environmental studies; Peter Newton, associate professor of environmental studies; and Pilar Sattler-McQuillan, a staff member at CU �鶹ӰԺ.

While it is still early in the planning process, Newton says CU �鶹ӰԺ’s HxA community may include at least four types of events and activities:

Events that model the values of open inquiry, viewpoint diversity and constructive disagreement. “This might include dialogues, debates, panel events, speakers and seminars that tackle contemporary topics in a way that demonstrates the practice and utility of these values,” Newton says.

Events that explicitly discuss the importance of open inquiry, viewpoint diversity and constructive disagreement.

Social events for new and current HxA members to get to know each other and to share ideas.

Contributions to the development of university policies that support HxA values. “For example, those that build on CU �鶹ӰԺ’s already-strong policies on academic freedom, political non-discrimination and free expression,” Newton says.

Newton says that all members of the campus, including faculty, staff and students, will be welcome to attend HxA events and activities.

Sattler-McQuillan says she’d like to see “a student community of practice, an initial cohort to hold regular conversations using my dialogue methodology, which promotes open communication across differences of all kinds. Also, we want to orient students to use this approach with their respective groups and in class.”

Burgess wants CU �鶹ӰԺ programs to achieve a visible presence on campus where students, faculty and staff promote the HxA values.

“I also want us to provide students, staff and faculty with tools to help them promote those HxA values in their departments and classrooms,” Burgess says. For example, HxA has developed a Best Practices Guide (which Burgess helped create), syllabus suggestions and other tools. “Finally, I want us to role model what a healthy campus climate could look like, rather than simply criticizing what’s wrong with the current climate.”

All three of the co-chairs are HxA members who say they believe strongly in HxA’s vision of creating colleges that welcome people with diverse viewpoints.

Newton, who joined HxA in 2020, says he did so because it aspires to improve universities “in a constructive and principled manner. In my view, universities should be places for students and faculty to explore ideas—including those unfamiliar to us, or with which we disagree—and to engage in discussions using evidence, reason and critical thinking.”

Newton says he’s concerned by trends on college campuses, including at CU �鶹ӰԺ, that seem to indicate that open inquiry, viewpoint diversity, and constructive disagreement are being challenged or eroded.

It seems unlikely to me that a university will flourish to its greatest potential if it’s characterized by a climate where many people feel reluctant to express sincerely held views or are afraid to engage in difficult conversations about complex topics.”

He points to a March 2021 campus survey which found that 60% of college students expressed reluctance to discuss at least one controversial topic (i.e., politics, religion, race, sexual orientation and gender).

At CU �鶹ӰԺ, the latest campus climate survey found that 21% of undergrads disagreed with the statement, “I am comfortable expressing ideas or opinions in class without fear it will affect how people in the class treat me.” And 21% only somewhat agreed.

“It seems unlikely to me that a university will flourish to its greatest potential if it’s characterized by a climate where many people feel reluctant to express sincerely held views or are afraid to engage in difficult conversations about complex topics,” Newton says.

Burgess says that while he believes CU �鶹ӰԺ has some of the problems that HxA was founded to address, he also feels the university is a leader in working on those problems. “The chancellor’s State of the Campus speech shows that our university leaders take these problems seriously,” Burgess says. “Our free expression and political non-discrimination policies—both passed by 9-0 bipartisan votes of the regents—show that the regents are serious, too.”

CU �鶹ӰԺ tapped for new network to promote positive culture change through viewpoint diversity, open inquiry, and constructive disagreement.

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Prof, grad student, staff member hailed for DEI work

Anonymous — Thu, 02 Jun 2022 18:23:24 +0000

Prof, grad student, staff member hailed for DEI work Anonymous (not verified) Thu, 06/02/2022 - 12:23

CU president’s office recognizes Donna Mejia, Paige Massey and Angel Sanchez for their work making the university a more diverse, equitable and inclusive place

Three members of the College of Arts and Sciences at the �鶹ӰԺ are among those being recognized for their leadership in diversity, equity and inclusion across the university’s four-campus system.

The annual President’s Diversity, Equity and Inclusion Awards honor individuals and units demonstrating outstanding commitment and making significant contributions to advancing diversity, equity and inclusion (DEI) within the University of Colorado community. This year, there are seven recipients of the award, with three being from arts and sciences.

Donna Mejia, associate professor of dance, and Paige Massey, PhD student in philosophy, have won 2021-22 CU President’s DEI Awards. Additionally, Angel Sanchez, first-year academic advising supervisor, was recognized with an honorable mention.

Mejia’s contributions in the areas of diversity, equity and inclusion are far reaching and deeply impactful, the president’s office stated. Mejia’s nomination noted that her work spans “four primary domains: student-centered work; leadership that supports the recruitment, retention and development of faculty, staff and students from historically underrepresented groups; research that centers DEI; community outreach that inspires collaborative learning across race, culture, language, history and more.”

Donna Mejia

Mejia invites, supports and inspires individuals and groups through her warmth, approachability, honesty and humor while encouraging them to “fumble forward” as they navigate nuanced and sensitive topics in their DEI learning and practices, the president’s office stated.

She was also credited with successfully launching countless initiatives and programs, including a six-session series, Conversations �鶹ӰԺ Race; digital course Health, Society and Wellness in COVID-19 Times; Grounded Knowledge Panels and others.

Mejia’s contributions to DEI extend across the �鶹ӰԺ campus through her numerous official and unofficial roles, including as a faculty fellow and member of the Executive Committee of the Renée Crown Wellness Institute; the Inaugural Chancellor’s Scholar of Health and Wellness; affiliation with the Center for Teaching and Learning; a 2021-22 member of the Excellence in Leadership program; engagement with the Infrastructure and Sustainability team; and her partnerships and collaboration with 20 units at CU �鶹ӰԺ.

Massey joined CU �鶹ӰԺ as a philosophy PhD student in August 2019 and has devoted her time, talents and skills to advancing DEI. Her work centers on supporting students from historically minoritized groups and increasing access to higher education and the field of philosophy.

Paige Massey

She serves as the chapter president of CU �鶹ӰԺ’s Minorities and Philosophy. In this role, she founded and continues to coordinate a mentorship program that pairs undergraduate mentees with graduate students and faculty mentors.

It serves about 60 students, 80% of whom identify as belonging to groups that are underrepresented in philosophy. She designs and facilitates student success workshops to address the barriers and unique needs of students, demystify the graduate program application process, and build community.

Massey helped establish an interdisciplinary team of graduate students and faculty in philosophy, sociology and economics to host the “Giving Games,” educational activities designed to inspire students to learn more about nonprofits and their work, charitable giving and bias.

She promotes access to philosophy through her involvement in the department’s outreach program, assisting with the creation of two free public reading groups in partnership with local public libraries.

Sanchez, who earned a BA in English literature from CU �鶹ӰԺ in 2017 and minored in ethnic studies, characterizes education as a “journey of self-discovery and reflection” that helps people become the best they can be.

“My greatest goal in life is to ensure that anyone with a will and desire to learn and grow is provided that opportunity,” he says.

Angel Sanchez

Lily Board, the college’s assistant dean of academic advising and student success, said Sanchez has worked tirelessly to improve diversity, equity and inclusion.

“Nearly every single significant DEI initiative that has moved forward within our unit over the past three years has been informed and influenced by Angel’s wisdom, insights, and unwavering commitment to inclusive excellence,” Board said in her letter of nomination.

She added that the extensive list of initiatives on which Sanchez has worked “simply cannot fully capture the depth of care, compassion, and resourcefulness that Angel brings daily—to every single interaction—with students and colleagues alike. To truly experience inclusive excellence is to know—and be with—Angel Sanchez.”

Awardees were honored at a reception in April.

At the top of the page: From left to right, Dance Associate Professor Donna Mejia, First-Year Academic Advising Supervisor Angel Sanchez and Philosophy PhD candidate Paige Massey.

CU president’s office recognizes Donna Mejia, Paige Massey and Angel Sanchez for their work making the university a more diverse, equitable and inclusive place.

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This time, together, let us act to combat racism

Anonymous — Fri, 05 Jun 2020 14:50:34 +0000

This time, together, let us act to combat racism Anonymous (not verified) Fri, 06/05/2020 - 08:50

Hillary Potter and James W.C. White

We are deeply saddened by the continued disparate and unwarranted police violence against Black persons across the United States.

With the recent police-involved deaths of George Floyd in Minneapolis and Breonna Taylor in Louisville, Kentucky, we want Black students, staff and faculty of the College of Arts and Sciences community to know that we are committed to supporting you and to fostering a community that makes concerted efforts to combat and eradicate anti-Black racism and systemic racism across our campus and beyond.

Hillary Potter and James W.C. White

These recent publicized cases of police violence against African Americans occurred as Black, Indigenous and Latinx communities in the United States have suffered higher rates of COVID-19 cases and deaths.

As an institution of higher learning and, specific to A&S, as the liberal arts college of CU �鶹ӰԺ, it is our job to furnish students with knowledge that assists them in the present and will carry them forward to be critical thinkers who work toward a better world, one that is more humane, more equitable and less oppressive.

We urge A&S faculty and staff—especially those situated in positions of social and racial privilege—to assure that you are adequately equipped with the skills and resources to support Black, Latinx, Asian and Indigenous students and faculty and staff colleagues.

We urge A&S students—also especially those with social and racial privilege—to take advantage of the resources available to you to effect the constructive change you envision in our society, including seeking out courses that allow for semester-long nuanced analyses into issues addressed in this message, such as those courses offered in the Departments of Ethnic Studies, Asian Languages & Civilizations, Spanish & Portuguese, Women & Gender Studies, History, Sociology, and Theatre & Dance.

We welcome and request your suggestions for how A&S faculty, staff and students can collaborate on actions to address police and state violence, anti-Black racism and systemic racism. This crowdsourcing of initiatives allows for elevating and centering the experiences of individuals and groups within our college community who have historically been and continue to be disproportionately impacted by discriminatory and exclusive practices.

With the goal of unifying your voices in a collaborative manner, we seek to have this statement reach beyond a one-off response to racialized police and state violence and to serve as an impetus for substantial change.

Hillary Potter is associate dean for inclusive practice. James W.C. White is interim dean of the College of Arts and Sciences.

We are deeply saddened by the continued disparate and unwarranted police violence against Black persons across the United States.

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New associate deans join college leadership

Anonymous — Fri, 27 Jul 2018 20:42:59 +0000

New associate deans join college leadership Anonymous (not verified) Fri, 07/27/2018 - 14:42

Two new associate deans are poised to support inclusive practice and student success at the College of Arts and Sciences at the �鶹ӰԺ.

Hillary Potter has agreed to serve as the inaugural associate dean of inclusive practice in the College of Arts and Sciences. Potter, who is also associate professor of ethnic studies, has been a member of the faculty since 2005 and assumes the new role in July.

Hillary Potter and Daryl Maeda

In her new capacity, Potter will play an integral role in realizing the college’s core mission to develop students as future leaders in the diverse global community of the 21st century. The associate dean for inclusive practice will have the primary responsibility of supporting and advancing a college culture of diversity, equity, inclusion and cultural competence.

Additionally, Daryl Maeda, has agreed to serve as the college’s associate dean for student success. Maeda, associate professor and former chair of ethnic studies, has been a member of the faculty since 2005 and assumes his new role in August.

In his new capacity, Maeda will oversee the CU �鶹ӰԺ Academic Advising Center, A&S student recruitment and scholarships, its residential academic programs and the curriculum office. These are critically important functions, because they are inextricably linked to the university’s strategic imperatives, said James W.C. White, interim dean of the college.

"Together, Potter and Maeda are well poised to help us better serve the students of today and of the future," he said.

Two new associate deans are poised to support inclusive practice and student success the College of Arts and Sciences at CU �鶹ӰԺ

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Harassment and abuse flout our core values

Anonymous — Fri, 08 Dec 2017 23:10:04 +0000

Harassment and abuse flout our core values Anonymous (not verified) Fri, 12/08/2017 - 16:10

James W.C. White

Many prominent people have recently been publicly accused of sexual discrimination, harassment and assault, and this has spawned a national conversation. Such talks might be uncomfortable, but they are critically important. Problems not confronted are problems not resolved.

James W.C. White

No part of society—including higher education—is free from the scourge of harassment and abuse. At the �鶹ӰԺ, certain truths are self-evident:

We value equal opportunity. We forbid discrimination against fellow humans on the basis of race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Period.
We deplore the abuse of power. University policy defines sexual misconduct—including sexual assault, domestic violence, sexual exploitation, gender-based stalking and sexual harassment—as forms of sex discrimination.
We expect members of the campus community to treat each other with respect—and to speak up when they see behavior that contradicts our values. When you see something troubling, say something. Don’t ignore it. Whether you’re a bystander or a friend, there are things you can do to help.

Even if you’re not sure if something you’ve seen is wrong—even if you don’t know whether the university can address your concern—we want to hear from you. We have an easy, step-by-step guide on what to report and how to report it.

And if you need support, confidential or not, professionals here can help.

Alexander Hamilton said the first duty of society is justice. And the first step to justice is truth. As we join the national conversation about probity, equity and dignity, we shouldn’t underestimate the power of honest discourse among people of good will.

James W.C. White is interim dean of the College of Arts and Sciences.

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