6 + You Initiative Transcripts

Hello. Colleagues and team at USF. My name is Liv Schafer.

I'm an adjunct professor in the dance program within the Performing Arts and Social Justice Department over at USF. And I'm here to do a bit of reporting on my six plus Hugh Grant that was awarded to me this year for our Intergenerational working Group for social change. To start off with a bit of an overview of our project goals, hopes and events, we aim to be a six week virtual lab for creative, somatic and collaborative research of anti-racist ideas and action embedded within my dance in the community course.

We had a goal of examining the intersections between ageism and racism due to the fact that we had a pretty unique intergenerational community. We had, of course, the students from my dance course, as well as older adults or elders from San Francisco Village, a partnering organization that is located just on Fulton, a nearby to US campus. Our hope was to connect the dance and the elders to co generate some action items in the name of anti-racist action. And we also really wanted to cultivate anti-racist culture with and for the surrounding neighbors of our Richmond neighborhood in San Francisco.

Some really noticeable accomplishments for us were the increased student capacity to connect with elders and shift their perspective on aging. Most students responded with surprised by how much the elder participants cared and wanted to learn more about the student experience. We also accomplished a very a deepened curriculum from previous iterations of the slab to include a paid opportunity for alum Melanie Velez, close to be a co teacher, which mirrored the intergenerational ethos of the project between myself and her co teaching together. And we were also able to connect with Ashley Applewhite. Ashley is an ageism activist, and she supplied some concrete materials for us to use as resources during this lab, and we were actually able to connect with her and bring her in for a meet and greet during the lab so she could get some face to face time with the students and our elder participants. 

Another really great accomplishment was students finding and circulating petitions that were campus based, as well as San Francisco community based that older adults could sign up to perpetuate anti-racist action all across our communities and some expected unexpected challenges. This course was, or this project was embedded pretty early within my dance in the community course, and the lack of student capacity for the intense identity or self-reflection work that is inherent to anti-racist reflection and work was received with a little bit of discomfort and giggles and hiding behind zoom cameras that were turned off towards the beginning of our six week sessions.

But over the course, the students grew into their own comfortability coming up against these challenging but necessary conversations. And but I hope that goes beyond this year is really a continuation of the program that's already begun kind of poking out with more specified content. Right? So we were kind of working an anti-racism, broad strokes lens and since completing we've worked with San Francisco Village actually on a different iteration of the program called Our Bodies Our Stories, where I invited back select students from this intergenerational working Group for Social Change to participate with San Francisco Village members. In a conversation around the history of Roe v Wade and reproductive rights in the United States. And we also again created a code generated list of different action items that folks, no matter their age, ability or access, really could participate. There were a few, like social media campaigns where we got some photos from the elders with shirts and picket fence signs that were. Reading in solidarity of the reproductive rights movement in the United States. And we were able to share those broadly as well as just hold space for each other in our bodies over Zoom while coming up against this pretty historic moment of the overturn of Roe v Wade. 

Overall, it was a super success. The older adults that participated from San Francisco Village reported back to San Francisco Village with rave reviews and hopes that the project continues. They love connecting with younger adults and with our USF students in particular. There's always a great amount of care built into who they are as students and as individuals and humans. And I look forward to connecting San Francisco Village with our student body again soon.

Thanks so much.
 

Their incoming school of management cohort. We as the formal participants, of course, and the members of the School of Management, Diversity, Equity and Inclusion Committee would like to take a moment to capture in this video what we've worked on, what we've learned and what we hope for the future. In summer 2021, we embarked on this journey by participating in the two week intensive training, where we collaborated with faculty members across five colleges and the library to build racial literacy and learn to start dialogs about race and racism based on what we've learned. We designed and implemented a series of four racial equity dialogs here at School of Management.

We recruited participants, both faculty and staff, and created two cohorts. Each cohort consisting of 8 to 10 members. Our dialogs were purposefully designed to build a stronger sense of community, explore awareness of our cultural, social and racial identities. Both similarities and differences. Discuss race and racism in the US and critically assess the climate, culture and inequities within the school of management. During these sessions, we had other DEA committee members facilitate with us so that they can become trainers moving forward. Finally, we recently hosted a year end gathering where we invited the entire school of management, faculty and staff to showcase and share our work.

Now, Courtney will share what we've learned from our experience. In the spirit of growth and development, we want to share some lessons learned. First, embrace slowing down while we do this work because we are anxious to make change. Sometimes the richest conversations that laid the foundation for this change occurred when we slowed down to listen to our colleagues, and we're willing to go where the conversations were taking us. This means being okay when a session didn't go exactly as planned. Second. Being a facilitator doesn't mean being an expert or having all of the answers. We also invited our colleagues to call facilitate with us. We understood that we are each on our own journeys and saw value in learning with our community of colleagues when planning and hosting the dialogs. Third, we try to remember that small is all. Our goal was to start to bring folks along and the School of Management's transformation and knew that everyone might not be ready to join the ride just yet.

So we focused on building community with folks who could be with us this year and know that we will work together to continue to bring more along. So June Courtney and I believe that the race dialogs deepened our personal awareness about privilege and oppression. It improved our intergroup understanding, and it provided opportunities for the members of our community to explore ways to work together toward greater racial equity and justice within the school of management. We hope these results last and that they transform our school.

And as we hope they help our community members wake up to the realities of our inequitable system. And we hope that they make concerted efforts to educate themselves and others and actively foster change. But we know that in order for this transformation to happen, the ideas and concepts covered in the dialogs need to live beyond this year and beyond the current two cohorts of dialog participants. In other words, being okay with talking about and dismantling racism and all of its manifestations needs to be widely adopted in our field management. We talk about how this is done, how adoption of new ideas happens. In particular, we draw on a theory that explains how, why and at what rate new ideas or innovations are spread by members of a social system. This is the diffusion of innovations theories. In a nutshell, this theory says that an innovation must be widely adopted by successive groups of consumers in order to self-sustained. Furthermore, within the rate of adoption, there's a point at which an innovation reaches critical mass.

At that point, the innovation reaches saturation level. We need to get to critical mass in the school of Management. So to that end, we recommend that this work is carried forward by training the next generation of facilitators to conduct race dialogs with new cohorts of faculty and staff in the School of Management. The second generation of dialog facilitators can be identified among the participants of the first two cohorts. The idea is that the dialogs continue until we have critical mass. This, we believe, will transform the culture in the School of management. As the authors of our guiding texts race dialogs. Right. While it may seem lofty, we believe that dialog, facilitation and participation provide the basic building blocks for dismantling systems of oppression and the skills and vision to co-create a new, equitable, democratic social structure. We appreciated this opportunity to serve as the innovators of the race dialogs and school of management. And we look forward to continuing this work with you with much gratitude. Sonia. And Courtney and Jeff given.
 

**Note: The presentation begins with slides and the several do not have accessible text. 

SLIDE 1: “The 6 + You Initiative, University of San Francisco. Jesuit Foundation Grant Initiative. Promoted and sponsored by the Provost’s Office, coordinated by the Center for Humanizing Education and Research.” 

SLIDE 2:  “Grounding: Land and Black Lives Matter Acknowledgements.” 

SLIDE 3: The third slide has accessible text. 

SLIDE 4: “One Book Community: CRASE. Black Student Leadership: BASE BRC, Black Living-Learning Res., Black Scholars Program. Learning Across Difference: International Student and Scholar Services. Faculty Teaching CoRPs: Supported by Center for Teaching Excellence. Cultural Centers Discussions on Race: Cultural Centers. Re-Imagining Public Safety: Department of Public Safety.” 

SLIDE 5: Vision: In the wake of the most recent murders of Black community members by armed officers, students at USF have called for the defunding or dismantling of the Department of Public Safety Department at USF. National concern over state violence against Black bodies is a concern on our own campus. Black students and their allies have called on USF to examine its own practices and to consider a new way of thinking about safety and wellness for our community. What does this mean and what would it look like? 

This project provides race training to officers in the Department of Public Safety as well as a series of forums on race and policing for the entire USF community. The purpose of this project then is to continue the education of DPS as well as the broader USF community so that the campus can remain committed to and engaged with the project of reimagining policing on campus. 

Connection to USF Strategic Initiatives: Recruit and retain a diverse faculty of outstanding teacher-scholars and a diverse, highly qualified service-oriented staff, all committed to advancing the University’s Vision, Mission and Values. Enroll, support and graduate a diverse student body, which demonstrates high academic achievement, strong leadership capability, concern for others and a sense of responsibility for the weak and vulnerable. Provide an attractive campus environment and the resources to promote learning throughout the University. Continue to strengthen the University’s financial resources to support its educational mission. 

Goals: 1) Continue the anti-racism/racial justice education of officers and staff of DPS. This is in line with the goals of all of the initiatives. Students, faculty and other staff are also expected to increase their racial literacy. 2) Re-imagining how we define and enact safety (this is in line with other aspects of the Jesuit grant to re-imagine pedagogy, for example.) 3) Create a proposal for the community that is re-imagined version of safety that is in line with the overall social justice mission and vision of the University. Involve those officers and staff interested in re-imagining in the process. 

SLIDE 6: Accessible

SLIDE 7: Fall 2020. Building Our Capacity to Talk About Race and Policing. Learning: In Fall 2020, 14 staff and officers in DPS gathered for a course called “How to Talk About Race and Policing.” In this course, we learned tools for talking about race, increased our racial literacy, and practiced talking about hot topics around race and policing. 

Spring 2021. Webinars: Hearing from Those Who Are Re-Imagining. Learning: In Spring 2021, we invited scholars and activists who are the forefront of re-imagining policing on and off campus to a series of three webinars to educate DPS and the broader community. We also engaged in debriefing and reflection after each webinar, practicing dialogue skills learned in the Fall. 

Fall 2021. Research Teams: Narrative Study of Those Who Are Re-Imagining. In Fall 2021, for those who want to move forward into the re-imagining portion of this work, we will convene to continue our learning and growth as well as collect data to inform our proposal. We will focus in this first semester on the call to disarm and change the visible look of the department. 

Spring 2022. Proposal Creation: Gathering Our Data to Propose a Re-Imagined DPS. Based on the work we’re able to accomplish in Fall 2021, our hope is to work collectively on a proposal for a re-imagined department to the rest of DPS, PPCAB and the Dean of Students. 

SLIDE 8: Accessible 

SLIDE 9: Training and Hiring: The importance of having the “right people” who hold the “right values” in DPS. Hiring BIPOC officers who reflect historically marginalized students and a team with a critical consciousness and understanding about race and policing. Sense of Belonging: Current forms of policing make BIPOC students feel like they don’t belong on campus. Implicit biases of officers and other community members lead to assumptions that BIPOC students do not belong on campus – thus, they are asked repeatedly to prove that they belong by showing their ID. It is hard for BIPOC students to feel a sense of belonging if others on campus continually communicate that they do not belong. Building BIPOC Student Trust: BIPOC students, due to experiences with policing in their home communities, or on campus, witnessing police violence against Black people, and their knowledge about race and policing are wary of security efforts on campus. This distrust is justified, yet creates a barrier and challenge to DPS ability to serve the BIPOC community. Defining Abolition: It’s not about whether there is a DPS or not, whether they carry guns or not, whether people lose jobs or not. It is about engaging radical imagination. It's a necessary conceptual framework that encourages us to imagine in ways that we have not been able to. 

SLIDE 10: Accessible

SLIDE 11: Fall 2022: World Cafes. 

August 2022: Team plans to meet with the first of three World Café sessions with the broader USF community. World Café: a process that allows community members to both learn about and provide input into the initiative. 

September 2022: First World Café: Five tables: 1 theme per table. Three questions: 1) What did you hear? 2) What resonated with you? 3) What are the implications for action and change? Rotate across all five tables. 

October 2022: Summary from first World Café presented. Small group discussions of the implications for action and change. Prioritize and order implications for action and change. 

November 2022: Summary of priorities and order for action and change presented. DPS presents which of these are already done within/by department. Low-hanging fruit and larger reforms presented. Large group discussion. 

Right. Connie, Dori and I are excited to share with you the project that we were fortunate enough to help facilitate as a part of the Six plus Youth Grant initiative called Reimagining Deep's. We open in over the last two years each time we met. Each session that we had with DPS and with each other, we opened with a grounding. We opened with a land acknowledgment and also a Black Lives Matter acknowledgment. And so here we'd like to open with the same here for this presentation. We'll start with a land acknowledgment that was written by Yusef Salaam, Kaleena Lawrence, and we'll read a shortened version here today as we share space to strengthen our journey towards consciousness and liberation. We must take time to acknowledge the difficult truths of our history that have shaped our current realities.

Our relationship with Indigenous people, by Yusef by San Francisco and by the US is an immediate and sincere need of reconciliation and reclamation. Today, we cannot deny the story of the land upon which Yusef sits and its truths that are too often untold. Our institution sits on Unceded stolen aloni territory. Will also offer an acknowledgment of the black lives that were stolen, the work that was exploited, and the families that were systematically and purposefully dismantled and continue to be today. We do our work together to make sure that past, present and future black lives are seen and honored as lives that matter. So as we begin today, we invite you to take a moment to feel the land beneath your feet.

So much has happened on this land that we have sent that has been centered in violence and injustice, but also in love and joy. We can hold this hypocrisy through awareness, dedication to land of racial justice and a commitment to joy as justice. In our work together. We also wanted to make sure that the way that we did our work together reflected our anti-racism goals. And so we committed to community care values, which you'll see here on the screen. We committed to loving kindness, compassion and patience for ourselves and for others. Centering and reimagining rest. Embracing an abundance rather than a scarcity mindset, democratizing the space in each of our meetings and remembering that small is where true change can happen. Here. We wanted to just remind everyone of the six total projects in addition to the plus projects that happen. So we were one of many amazing teams that were embarking on this anti-racism. But I'll pass it over to Dorie. Thank you.

So want to share just briefly the mission and the vision of the Reimagining project. Our vision is grounded in the current reality and historic reality. In the wake of the most recent murders of black community members by armed officers. Students at USF have called for the defunding or dismantling of the Department of Public Safety. National concern over state violence against black babies is a concern on our own campus as well. Black students and their allies have called on the U.S. to examine its own practices and to consider a new way of thinking about safety and wellness for our community. What does this mean and what would it look like? This project provides race training to officers and the Department of Public Safety, as well as a series of forums on race and policing for the entire U.S. Army. The purpose of this project, then, is to continue the education of DPS as well as the broader USF community so that the campus can remain committed to and engaged with the project of reimagining policing on campus. And our project is closely aligned with several of the U.S. strategic initiatives. The first to recruit and retain a diverse faculty of outstanding teacher scholars and a diverse, highly qualified, service-oriented staff, all committed to advancing the university's mission. Vision and values. Second, to enroll, support and graduate a diverse student body which demonstrates high academic achievement, strong leadership capability, concern for others, and a sense of responsibility for the weak and the vulnerable. To provide an attractive campus environment and the resources to promote learning throughout the university and to continue to strengthen the university's financial resources to support its educational mission. And the goals of the reimagining.

Public Safety project are to continue the anti-racism, racial justice, education of officers and staff at the Department of Public Safety. This is in line with the goals of all of the six plus few projects in this in projects in the initiative. Students, faculty and other staff are also expected to increase their racial literacy. Reimagining how we define and enact safety. This is in line with other aspects of the Jesuit grant to reimagine pedagogy for a chuckle. And our third goal to create a proposal for the community that is a reimagined vision of safety that's in line with the overall social justice mission and vision of the university involving those officers and staff interested in reimagining in the process.

Now, there was a lot of great work being done over the Reimagining Public Safety Initiative. And we want to give you an overview of what was done during each semester. So during the fall 2020, we focused on building our capacity to talk about race in policing. So in fall 20, 2014, staff and officers in the Department of Public Safety gathered for a course called How to Talk about Race and Policing. In this course, we learned tools for talking about race, increased our racial literacy and practice, talking about hot topics around race and policing. Then in spring 2021, there were a series of webinars where we heard from invited scholars and activists who are at the forefront of reimagining policing and off campus. And we also engaged in briefing and engaging and reflective work after each webinar practicing the dialog skills that were learned in Fall 2020. 

Then in fall 2021, this is where research teams’ narrative study of those who are doing reimagining work was done. We wanted to move forward into the reimagining portion of this work. So we convened to continue our learning and growth, as well as collect data to inform our proposal. We focused focus the first semester on a call to disarm and change the visible look of the department. Then in spring 2022, this is where proposal the proposal creation happened, gathering our data to propose a re-imagined DPS based on the work we're able to accomplish in fall 2021. Our hope was to work on a collective proposal that really reimagined the department, the Department of Public Safety, and also our PCAOB, which is our Progressive Policing Community Advisory Board, which is an advisory board that works with public safety. As far as identifying problems and solutions regarding community safety at USF and also our Office of Students. Collette. Give me a. In fall 2021 in a listening circles that were part of the narrative research that we conducted. And we wanted to share four of the themes that came forth. I'll share the first two and I will share the latter.

Two are one of the themes that emerged from the listening circles with police chiefs from similar Jesuit institutions, from abolitionists and from Bipoc students, was the importance of training and hiring. Hiring. The importance of having the right people who hold the right values. And DPS was expressed by all three groups here. Right Values, meaning those that align with the racial justice mission of the department. They also discussed the hiring of Bipoc officers who reflect the historically marginalized student population, as well as the importance of having a team with a critical consciousness and understanding about race and policing. Again, the three groups that were a part of the listening circle the police chiefs, abolitionists and Bipoc students all also mentioned the importance of bipoc students feeling a sense of belonging and how historically and currently they do not feel this sense of belonging on campus. Our current forms of policing make bipoc students feel like they don't belong on campus, particularly the implicit biases of officers and other community members lead to assumptions that bipoc students do not belong on campus. Thus, they're asked repeatedly to prove that they belong by showing their ID. It's hard for Bipoc students to feel a sense of belonging if others on campus continually communicates that they don't belong. 

As with the previous two themes, the theme of building Bipoc student Trust emerged across all of the stakeholder groups that were engaged in collecting this data the Bipoc students, abolitionists and campus police chiefs at other universities. And in this theme we saw that the bipoc students, due to experiences directly or experiences they've heard from others, work with policing in their own home communities or on campus. The witnessing of police violence against black people across the country, along with their own knowledge about race and policing, have created a situation in which they're wary of security efforts on campus. This distrust is justified, yet it creates a barrier and a challenge de Pessoas ability to serve the Bipoc community. And another large theme that arose was the defining abolition. And the theme really centered on the fact that it's not about whether there is a DPS or not, whether they carry guns or not, whether people in the department lose their jobs or not. It's about engaging radical imagination. It's a necessary conceptual framework that encourages us to imagine in ways that we have not yet been able to do. With these themes.

We had an intentional effort to involve the community in the process of the proposal and also in discussions of what is coming out from these themes. And thus the World Cafe's were created for a community centered process for the Reimagining Public Safety Initiative to continue. So I'm going to break down what that will look like in fall 2022 for us. In August, the team will meet to plan the first three World Cafe sessions with the broader USF community and at these world cafes. It's meant to be a process that allows community members to both learn about and provide input into the initiative so that they have a direct seat at the table in this process.

At the First World Cafe, there will be five tables and each table will have one of the themes that we just presented. And at each table, there will be three questions asked to participants. What did you hear? What resonated with you? What are implications for action and change? And each table will rotate so that they have a chance to discuss each of the themes. Then in October, the summary from the First World Cafe will be presented. There will be some small group discussion around the implications for action and change. And then we will move to prioritize and order those full implications. In November. A summary of the priorities and the order of action and change will be presented. DPS will then respond and present on the areas that is already being worked on within the department or by the department. And then there will be a few items that will be identified as low hanging fruit, namely things that can be worked on within a more immediate time frame, and then recommendations on how to address those low hanging fruit will be presented and we will engage in large group discussion on what that looks like. And that is our initiative. So thank you for listening. Thank you.

All right. Hello. Six plus you grant reviewers and Collette. We are pleased to be offering our grant report to you. I'm here with my colleague Leslie Bowen, and I'm Star Paxton Moore, and we're from the McCarthy Center. And our grant proposal was about creating alignment, developing and anti-racist Ford to support an anti-racist strategic plan at the McCarthy Center. So just to give a quick overview, we were seeking funds to be able to pay for a facilitated board workshop that really laid a foundation, a common foundation for all of our board members around understanding diversity, equity and inclusion and social justice principles and how those manifest in higher education and in the McCarthy Center program specifically.

And this has been something we've really been wanting to do for a long time. We developed a strategic plan in 2018 that very much centered anti-racism and anti-oppression. All of our board members were introduced to that and got to engage with that plan in different ways. And there was a lot of excitement around it. And it was also clear that there were folks who really needed more information and more of a background and education in that to really be able to fully support us in realizing that strategic plan. And so the six plus U. Grant really gave us an opportunity to start the process, recognizing that the process of developing an anti-racist board takes a long time. It can't be accomplished with one workshop.

Nevertheless, it felt like a really powerful opportunity to connect this priority of the McCarthy Center with the broader initiatives at us around six plus U and the Jesuit Foundation. So that was really what we intended. Originally, we were going to have an extensive board training. I think originally we were planning it for January and then it kind of got pushed back to April and then ended up getting pushed to the summer. And there are really important reasons for why that timeline got extended. And Leslie will be able to talk about those in a moment. And then the other thing I'll just say, and I'm sure you have this in your records, but we originally got the 20 $500 grant and then we went back and requested an additional 20 $500. So overall, we have $5,000 of the grant. And then we had built into our budget that the McCarthy Center would match with 40 $500. So along with kind of talking through the process and events that have happened at the end, we'll talk about what we've spent and what we intend to spend with the extended deadline for our our grants funding. So I'll turn it over to Leslie to talk a little bit about how the process played out. Thanks. Starr again.

I'm Leslie Lone Bray and I served as the staff liaison to the board and specifically to the DCI subcommittee after the grant was awarded. We immediately formed a DCI sub-committee of our Board of Advisors, and it included four board members, plus our senior director and myself. And in looking back, you know, nine months later, I wanted to think about the accomplishments we did make over that time and then explain some of the challenges that we had in in reaching those those milestones. So initially, the board, the subcommittee really needed to coalesce and identify the board's needs. The grant was really well-written and planned with a beautiful timeline. But I think in sort of looking back, the fact that the board only meets three times a year makes, you know, the discussion of DCI and a DCI training, you know, a little, I don't know, tenuous, given the fact that people are not particularly, you know, in sync with each other or are really feeling safe around each other. We had some new board members come on recently. And, you know, that happens all the time, but people are getting acclimated.

So in looking back, I realize that the subcommittee actually met nine times over the year. So that's almost, you know, once a month, a couple of occasions, you know, barring the holiday, we met twice a month and it was really all about, you know, getting comfortable and realizing what the board, you know, could accomplish. And in that time, they did identify their needs. They actually created an RFP for a consultant and sort of following the original timeline. But it just took longer than expected.

My observation is that the board was the subcommittee was totally, you know, aligned and committed to the idea of anti-racism and equity. But they were very careful about understanding like our board is made up of, you know, a very diverse constituents from, you know, corporate to nonprofit to civic leaders. And, you know, not everyone is on the same page. So in the end, these nine meetings culminated in one in-house training, and it was a an intermediary step in terms of, you know, moving on to the full half day training.

And in that one and a half hour training with the board, we had a friend at the center, along with staff and students, help the board understand some basic terms and definitions of DCI. The upshot of that was that we got even more commitment from the board in terms of trying to address CDI and in collecting the comments and feedback. There was a strong, strong encouragement to address DEI in every board meeting. So those were, you know, great accomplishments in, you know, in our expectations.

What we did find, looking back in terms of the challenges, was that initially and creating the RFP and floating it out to consultants, we learned that, you know, this area is just a very hot topic right now and there is a dearth of. Consultants who are available. So I guess the upshot is that we learned that, you know, it's not easy work, nor is it fast work. So the other unexpected challenge or it could be in the expected category as well, is that there is the pandemic surge. So instead of our initial idea of, you know, meeting together in person, it was on Zoom. Our meeting that took place at the end of January was attended by 11 board members, eight staff people, and we had two students checking in via video. I think in the end, we felt that, you know, that was a solid vote of confidence to proceed. And in terms of the ISE next of the subcommittees, next step, we are basically following the original grand proposal, which is to secure a consultant to do either a half day or a longer session training in-person or virtually. We are going to the proposed less, you know, be the change aorta and race forward. We have. Contact out to them and we expect to put something together for the end of September. And then just in terms of moving forward, we are really grateful that we were given an extension to use the remainder of our funds.

I was just going back and checking by September 1st, and we've at this point we've used about 1500 dollars and that was to pay for the consultant that came for our session just a few weeks ago and then to pay honoraria to the students who contributed their perspectives, which leaves about 30 $500 left. And then, as I said, the McCarthy Center is was going to put in 4500. So we have a good solid chunk of money, about $8,000 to use to pay for the consultants from one of these organizations that was recommended by Collette. And that Leslie and I actually vetted last summer through through meetings with their staff. So as I said at the beginning, we recognize that this will be an ongoing process in terms of developing our board's capacity to be anti oppressive and anti-racist. We have a really strong core of folks who are committed that to that on our subcommittee, and we're really grateful for the six plus initiative for really helping us to launch this and make it stick. All right, Thanks. Thanks.
 

Hi, I'm Michelle Miller, and I lead with the help of many other people across campus. The one community, one book project, which was part of the six plus U. Grant initiative. Current racial tensions and continued violence against members of the black community highlighted the work needed to achieve racial justice, specifically to tackle pervasive institutional racism through education and on authentic dialogs about race in and out of the classroom and within the community.

As one of the steps towards this and towards educating the whole person, the one community, one book, Yusef committee brought together resources from USF Center for Research, Artistic and scholarly Excellence, Praise the Division of Student Life in the Gleason Library and jointly selected a book related to racism. So you want to talk about Race by Oluwole Ijeoma as a common reading for yourself. Fall 2021 Incoming First Year Students. Students read the book and attended facilitated discussions about it, led by 40 staff and faculty from across campus on their first day of orientation.

The duo then visited our campus virtually for a broader discussion about race. The following month, our goals were to establish a common, educationally purposeful experience among first year students to foster community at USF. To orient new students to critical thinking in the spirit of excuse me, intellectual inquiry, and to provide incoming first year students with the opportunity to begin exploring new perspectives and ways of viewing the world.

What did we accomplish? Some of our highlights were simply kind of simply the minutia of putting this whole thing together. We narrowed down the choice of the book from so many good choices, and we're really proud of the results with the book. So you want to talk about race by Ijeoma? We got 1500 of those books sent to all of our first-year students in time for them to read it before they arrived to campus.

We rallied 40 staff and faculty of all races from all points and parts of the campus to facilitate discussions on orientation day. We trained all of them and debriefed with all of them. And coordinated their schedules for orientation day. We're proud of all the facilitators we had who read the book, attended those trainings, and successfully led the discussions with our students. We're proud of each Yoma who was able to visit us virtually, albeit, but we had 350 attendees at her event and her video has been watched many times over since the presentation.

We're also really proud that we reintroduced what had been a long tradition at USF, and that's a common reading for all of our first-year incoming students. And we're super I am super proud of all the people that I got to work with, very privileged to work with along this journey. As I said before, this project wouldn't have come to life without all the everyone involved, and the book was well received.

By all accounts, we had positive, excellent feedback from both students and the facilitators about the discussions, and the students in particular really appreciated the open and honest conversation. Couple more. I'm proud of myself in that it personally pushed me out of my comfort zone as I had a lot to learn and I still do about facilitating conversations about race. But lastly, and most importantly, this was an opportunity that educated students and all of our USF colleagues about race and racism, but how to talk about it, how to change behavior and how to continue the conversation about it. What more can we ask for in that regards? It wasn't easy.

We had challenges along the way, as might be expected. We knew it would be challenging to find 40 staff and faculty to or we expected it to be challenging anyway, but we had overwhelming support. Getting them trained and up to speed was a challenge, which we anticipated, but everybody came through. Even with last minute attrition at the end, folks couldn't attend for some reason or another. Some unexpected challenges, I think, which will be challenges in the future. But we underestimated the amount of time it would take to put this all together and the numerous pieces of the puzzle that had to come together to make this all happen. Everything from getting those books to students, getting the books to the facilitators, setting up training schedules, classroom scheduling during orientation, zoom rooms set up for those that occurred, those conversations that occurred virtually.

Speaker logistics and pre meetings with her the just so much and I'm not even touching the tip of the iceberg but like I said, we came through I hope beyond this year that we continue to have a common reading for students. We keep that top of mind for the university. I hope that all who participated don't forget the important work they did and the conversations they had for this project, and that there will be opportunities to take part in a project like this again, one that strength strengthens our community, expands our community beyond campus, and at the same time, educator educates us about challenges and successes that occur in those communities. All in all, I'm super proud of this project, the team that put it together, and thank you for the opportunity to take part.
 

Hey, what's going on, everyone? My name is Daniel Mango. I'm a social worker, a therapist, an academic, and a director of a black mental health program. Today, I'm reporting on the six plus grant that I received for a project called Healing San Francisco's Black Communities. So this was an awesome project. It's also part of the bigger work that I do as a director of a black mental health program, but also the social work that I do.

And basically this healing project came about because I have a vision, and my vision is to unite Africa in the African diaspora. Now, I know this is a big vision that many folks had that I know GAVI was working on that. And a lot of people, you know, who I told about this were like, Oh, wow, you are trying to do something that seems impossible. But as Mandela says, right, nothing is impossible if you don't try. And honestly, nothing is impossible because we know we have great people that we can rely on to make things happen.

So this project was intended to bring together folks want to make connections and also forge unity among black folks. And I want to start in the United States, and that's why I applied for this grant with the idea of there is a lot of black pain, a lot of black trauma, you know, a lot of black suffering that we see every day. And I wanted to ignite, you know, black joy, black love, you know, loving blackness, all those things that bring people together. You know, and also connecting with our African heritage. Now, there's a lot of segregation going on right now, especially in the black community. There's all these different divisions and all these folks who are, you know, trying to make it harder and harder to bring people together. So basically, this project was in the form of healing circles, right? And I called it a healing and learning circle. So basically, we bring people together in a room, all black folks who identify as black and have African descent. And we just have a discussion. All right. So sorry. I have these discussions, finding ways that, you know, we can help each other, but also learning from other people's stories and everything else.

And you hear this pain, you know, that comes out in this this space where people can feel safe to share and everything else. And it was great to have a clinician in the room, mental health guy, because I was able to kind of guide the conversations. Now within the spaces. I don't use any of my clinical skills in terms of, you know, I'm going to diagnose folks and things like that. No, it's more of a kind of modeling. What does basic mental health support look like? Right? And we do it in these circles. So the goals for these circles were to have folks come together and have community conversations, have them about every two weeks with the intention of linking up with other circles that we start in Africa and all across the diaspora. And actually, in a few of the circles that I did, I was able to get folks from the African diaspora to join. It was so powerful, you know, so healing, and so many of the highlights from the project were just folks, you know, having testimonials saying that this was a great space.

Thank you, Daniel. I never got the chance to kind of talk about my blackness or, you know, process this thing that you're calling trauma. And I even focus on mental health. So I think that it worked out a lot, you know, and be able to kind of connect with folks and everything else. And I think one of the biggest challenges we had, though, was technology. So I want to do a lot of these in person. But the thing is, with doing things in person is my right, there was insurance, you know, the rate of the room, snacks and everything else. So a lot of these services I was able to do virtually with little or no cost and I think the most cost occur incurred would be like, yeah, me facilitating spaces, you know, and making like connections, you know, maybe have like a fun day where we all kind of meet and everything else. So that's why I kind of ran into it. And the other thing I ran into, which was really funny, is I actually received this award, the grant, in May, but I didn't receive the email. Now it was sent, but I think it got buried, you know, in my inbox.

So I wasn't able to, you know, use the funds. So I kind of did it all out of pocket. And I actually found a nonprofit to help me out. So that was pretty good. So hopefully, you know, the funds were used for other projects and they went over totally fine. You know, I'm happy with that. And the final thing, I just want to see if like how I hope that this kind of lives on is one, I'm going to continue these circles because they're great spaces for folks to be in, you know, throughout the year and everything else.

But again, with the bigger picture of now bringing folks from all across the world and then training folks to have these circles within their communities, because these are therapeutic circles, these are more like support circles. So, yeah, if you're interested, check me out. I'm on Instagram, I'm all over the place. I'm always doing big things and to want to be a part of this. Thank you. And I also just want to thank everyone at USF for making this possible. I really do appreciate it. I hope you all take care in looking for more black love and healing. Satisfied.
 

Hi, I'm Gloria Symonds, the director of the Thatcher Gallery and USAF, and I'm going to be giving you the overview and goals for the environmental justice racial justice proposal for that proposal, the Thatcher Gallery with the Department of Environmental Studies and the engineering program requested a grant of $2,000 to create two programs to explore the intersection of race and environmental justice, each directly linked with upcoming exhibitions at the Thatcher Gallery.

We originally imagined two programs that would provide a conversation between an artist and an expert in specific areas of environmental justice. Each would illuminate important links between equity and environmental issues. The first is scheduled for the fall, and in conjunction with the exhibition All That You Touch Art and ecology would focus on land sovereignty and indigenous foodways. The second schedule, in conjunction with our spring exhibition Commons Trust Artists and the Commons would consist of a hands-on workshop that would lead students and participants in creating fog catchers a simple way to capture moisture in the air using mesh and pipes to develop these events. The Thatcher Gallery reached out to the black Indigenous people of color, Students for the Environment Group, the Cultural Centers, environmental studies, environmental sciences, anthropology, engineering.

By shifting away from white environmentalist experts, these two programs centered the knowledge and experience of indigenous and bipoc artists and experts. I'm going to be sharing my screen now for a bit of this next presentation. So our accomplishments. The first event, Indigenous Foodways, an online conversation and cooking demonstration with Vincent Medina and Louis Luis Trevino, founders of Welcome Home Contemporary Illinois Cuisine, was held on Wednesday, October 13, from 630 to 8 p.m. It reached 118 people. This event was part of the programing for all that you touch Art and ecology, which included native California weed reliever Linda Yamani. Together, the exhibition and this program offered multiple facets of the learning culture and its intrinsic connection to place, helping us to center Indigenous voices in discussions about the environment. Vincent Medina is continue following this Kapitan or cultural leader of the May Cultural Association, a group of dedicated grown up band culture bearers working to strengthen East Bay alumni identity. He is also a teacher of the teaching of language.

Luis Trevino is Rumson Fulani and a cultural leader in the Rumson Alumnae community and also a teacher of the Rumson language. Together they have created the Orcas organization Welcome Home and Cafe Amani, the only only restaurant in the world. One of their goals is to educate the public through aloni cuisine with dignified, honest manner that teaches about the original and continuous inhabitants of this land. The new cafe will open next year at the Phoebe a Hearst museum at the Anthropologie on the UC Berkeley campus. In this program, Medina and Trevino shared their stories and knowledge of baloney, food and culture through a cooking demonstration, a student led interview and interactive discussion. Term Professor in Anthropology Mayo Bueno. They led the program with the personal land and labor recognition presentation. The speakers then introduced the foods they would be using in the cooking demonstration, explaining their sources and links to a learning culture, as well as the ongoing threats to these native plants. They shared recipes that included chia seed porridge and California BlackBerry krewes. The conversation and cooking demonstration revealed the difficulties of finding native foods, as well as the use of substitutions in contemporary native life.

Medina and Trevino describe their shift to providing food support for native California elders during the pandemic. They also explained their role as culture bearers in the restaurant. They will open next year at the Hearst Museum of Anthropology. Though we could not be together for this event, the food that Medina and Trevino prepared felt like an offering and definitely helped build up the community. Two students mentored by Professor Bueno Face Day in their anthropology of food class led the interview in conversation. Several classes, including Anthropology of food, attended the event. Feedback from the event was overwhelmingly positive, with many people mentioning the profound effect the program had on their understanding of native California culture. On February 12th, 26, first year engineering students in the Class Engineering 110 Project, a design taught by Professor Julia Thompson, joined Bay Area artist Isaiah of Germany on the countdown of its Hall rooftop Sculpture Terrace to learn about the make foam catchers. This collaboration between engineering and the gallery was part of the exhibition Commons Trust Artists in the Commons, which explored our shared ecologies and spaces.

Bug catchers are part of a Abdomens art project Water Story, original art installation, exploring elemental design and created in collaboration with Ocean, Wind and Flame. Working much like trees, fog captures collect the moisture and fog. These relatively inexpensive structures are used in drought affected areas from Monterey to Morocco, offering sustainable water, capturing and agricultural communities throughout the world. Bob captures contribute to increased crops, moderate evening temperatures and reduced soil erosion. Soil erosion. Ozzy abdomen is an Oakland and San Francisco based artist, curator, world builder and multiple multidisciplinary artist who considers the intersection of cultural identity, human rights and the environment of Somali, Eritrean and Ethiopian heritage.

She fled her East African homeland during the time of regional wars for work, promotes cultural and ecological survival through her use of human, technological, natural sound and recycled resources. Community workshops are an integral part of her art practice. Through the Yousef workshop and subsequent design sessions, students created their own adaptations of the pop culture that became part of the exhibition. Through this hands-on interaction, students and visitors discovered the intersection of arts and science, as well as the essential and practical links between engineering, sustainability and environmental justice. On March 24th, Abdomen returned to us to give a public tour and talk about her exhibition exhibits in the show. This included a tour of the fog catchers, though not part of the grant. This talk builds from the February workshop. We're going to stop sharing my screen. So there were definitely expected and unexpected challenges. One of the guiding premises in planning throughout this past year has been uncertainty, especially in terms of location and whether programs could be in person, and if so, who and how many could attend.

Our first program was initially conceived as an in-person cooking demonstration, which morphed finally into an online program. While we lost the hands-on learning and sense of community, that naturally comes from an in-person demonstration, as well as the sharing of food. We were able to reach many more people through an online format. The spring workshop was limited by unforeseen logistics that included location and audience. Originally proposed as a public workshop, we eventually elected to limit it to two sections the first-year engineering class and receive permission for this shift from the grant makers. The workshop was held outdoors with a plan for students to create the fall captures in multiple sites around campus. This would allow them to test locations on campus where fog catching might work best for teaching purposes. We again limited our location to the rooftop sculpture terrace. Unfortunately, the terrace lacked any natural way to secure the fog catchers while also being a very windy location. The park captures created by the students were destroyed by wind overnight rather than give up. Professor Julie Thompson adapted her assignment to incorporate these challenges so that the one day workshop expanded into a major class project for the students. This project lasted multiple weeks. What did students learn? Students learn the importance of creative thinking while gaining practical skills and an understanding of important engineering concepts such as research, prototyping, planning and construction. What do we hope will live beyond this year? These programs helped to expand the Thatcher Gallery's program offerings to include two maker workshops across the disciplines, thus expanding our student audience.

We hope that both hands-on programs help to build awareness and curiosity about indigenous foodways and sustainable alternatives to collecting water, and that participants were able to experience and better understand their place in these two realms. We hope participants in the program will continue to learn about and feel more connected to this place we all call home, especially as it relates to the past, present and future of a lonely culture. We hope that the attendees of this program carry this knowledge with them, especially as us continues to engage in racial justice and an exploration of our colonial past. We hope that engineering students can now identify the shared struggles, identify with the shared struggles of people across the world facing drought, and that these same students experience the possibilities of innovation. We hope our various collaborations developed an understanding that creative thinking and culture making are essential tools for addressing the climate crisis and building racial justice. We hope that students in the USF community continue to look to artists for insight on complex topics such as racial equity and the environment. Thank you so much for this funding and for engaging with the Bachelor gallery. Through this project, we are so thrilled and happy to have been a part of.
 

Lo welcome to this really quick presentation. I'm Danny Dominguez. My pronouns are she her first agent, and I'm an assistant professor in the counseling psychology department at the School And my partner and collaborator is Rick Ayers, who recently retired. And so I hope to honor him during this presentation entitled Accessing Joy through Collective Mural Making a Racial Justice Project. And this project involved a lot of radical imagination. So Rick and I were thinking about reflecting, working through what is the best way for us based on our understanding, what is the best way for us to have conversations about racial justice, racial pedagogy, racial literacy with our School of Education colleagues? And we knew that given the moment, the time in which we were living in the converging of pandemics of racial injustice and COVID 19, we needed to be mindful about ways to really fold the container where we could have these conversations in solidarity accompanying each other, but also be honest and transparent about the challenges, the struggles that we were experiencing in the School of Education and really move into the stretch zone, that zone of service, growing excitement where we could learn together. And so we understood that we really wanted to create a space where we could be courageous, where we could learn, where we could experience joy and community.

And so we felt like an ingredient that was really necessary for us to experience that. Was and is radical imagination. And we really enjoyed the definition by max haven of radical imagination, which is radical imagination is not only a tool for crafting new futures, but can also be used to help us heal and reconcile the wounds that we might carry, realities that may be holding us back from doing the work we need to do as embodied changemakers. And so as facilitators, Rick and I understood. That we also needed to embody the just and liberated worlds that that we long for. And so we had a lot of conversations around. What did we not want to see happen in the School of Education? And by we, I mean Rick and myself. And then also we allowed ourselves to also dream together about the type of school of education that we envisioned, the School of Education, which was racial justice and what that would look like. And so we understood that there was the where we are today, where we want to go, and then also how could we get to where we want to go to that desired vision, to that freedom dream? And so we wanted to create conditions that were healing, humanizing, where we could mend with each other, where we could radically imagine and then again embody racial justice to the extent that that is possible.

And so, we again, were putting our heads and hearts and spirits together to think about what is the best way to do that. And we believed and we still do that, that art is a great way for us to do that again, given the times in which we were doing this work. With the pandemic and people feeling really stretched thin and experiencing burnout and secondary vicarious trauma, we feel like art is a great trauma, sensitive trauma, responsive way in which we could have these conversations while also being creative and then also supporting each other and showing up for each other during the work. We arrived with specific assumptions to this project that we all possess an imagination that we must create conditions where we can radically imagine new possibilities beyond white supremacy, and that that's a critical part of racial justice, that art can be a platform for vulnerability in dialog around challenging topics, and that we all wanted to do this work together, that it had to do a matter with really trying to figure out. An appropriate approach to have that conversation. And so there are three phases to this project.

The first phase involved creating conditions as facilitators where we could as a school of education radically imagine. Then the second phase involved a mural design and sketch of the vision of that freedom dream that that school of education that we long for a school of education where there is racial justice. And the third phase would actually be the creation of the mural. So the outcome of the project, if successful, would be for us to have a deeper and more collective understanding of the scale of education we hope to create. And then for us to actually have a visual representation of that vision through a mural. So for the first phase of the project, our first engagement, we asked faculty at the School of Art to bring in a piece of art that brings them joy and that helps them to feel and experience liberation. And it was almost like a complication of radical imagination of folks brought in music and visual art and spoken word and different mediums of art. And it was a space where we experienced joy and boldness and togetherness and creativity. We asked folks to share that that piece of art in small groups, but to also pay attention to what was emerging as a result of that, that sharing of visions to notice this radical imagination sparks from the friction of multiple overlapping and contradictory imaginary landscapes. Because we know that while we all have an imagination, our imagination of different possibilities can be diverse. And so we wanted folks to pay attention to those contradictions, but also to look at what was resonating, what was similar, what were some prevalent themes, and then to report back to the larger group what was experienced and in the smaller breakout groups.

And so some of the props that we had available for them when they came back after the breakout during the first engagement was to consider, when you visualize or imagine the future School of Education, you want to teach in, what does it look like in your freedom dreams? How is a school of education expanding the community's access to feeling, killing and authentic relationships? What is the legacy that you hope to leave behind? How our students benefiting from it? And how could this be represented in the mural? So at that point in time, first engagement, creating conditions. Theoretically. Imagine then for the second engagement or the second phase, we actually had an event where we sketched that vision. And then during the summer, what we hope to do is we actually hope to paint the mural. And so the artist that we selected, Nacho Maria, who sketched the vision, will come in. We'll actually sketch it on the wall outside of the School of Education, which I'll show in just a second. And then we as a community of faculty members will actually paint it in. And it is a wall that is like right as you walk into the parking lot of the School of Education, you see it. And so it will also serve as a reminder of of this freedom. This is our vision in which there is racial justice for our school. So the components are what we don't want, right?

What we long for that those were some of the conversations that were that were happening. People were talking about like, this is what I don't want to see happen at the School of Education. This is what I long for. This is what I really want to see happen. And that was part of the sketch. And so these here, I'm not going to go necessarily into them, but what were some of the words that were prevalent that resonated? People talked about resistance, people who provided and offered nature and animals as representations, as symbols of liberation. They talked a little bit about their ideological ancestors, the ideological ancestors that that have influence or who have influenced the lens through which they look at education and pedagogy. And then also like the context in which the School of Education finds itself today giving the social and political context. So, for instance, a statement that represents a moment in time like the the we say gay movement in reaction to everything that was happening in Florida. And then like elements that we wanted to see in the mural, like a QR code on on the mural where people could learn more about how are these ideological ancestors connected to racial justice? How is liberation connected to racial justice? So we really wanted to capture education as an area of struggle.

And this is the sketch that we came up with during our second engagement. Again, a concrete kind of thinking a little bit about like this is where we feel like we are and here are some of the driest soil. And then here's where we want to go. This is our freedom dream, where there's liberation and we have a monarch butterfly. And then also the ideological ancestors looking over us as we engage with this work. Ella Baker, Grace Lee Boggs, Ball Hooks, Fader, and then also a ribbon throughout the journey. And the ribbon we are hoping will symbolize what it means to queer education and also thinking about how this work we cannot do alone. It requires every single one of us. We cannot work in silos. And so here's a little circle representing our leaders, our young middle aged mothers, and also folks within the School of Education who we feel have really influenced and have left a legacy. There are also other elements here within the mural. But what we're trying to really show is transformation. Here we see a little cocoon and then the butterfly coming out of it. Some Loteria cards, which will be representing different identities that educators hold. So we're not only professors, we're not only educators, but we're organizers. We're parents. We're engaged in different ways in this racial justice project.

And so that is the sketch. And then here is the artist already represented that this is a first draft. We're still modifying it, adding it. It's and hopefully the summer we'll start painting it. And so. Not only has this been a project that has involved a lot of conversation between us as facilitators, Rick and I, but also it has helped us to kind of consider like what does it mean to be in relationship to selves, in relationship to others within the School of Education and then like the land. And I think that's also a representation here that you see on the mural that the School of Education is occupying a particular land. And we want to be thoughtful about that, not only just to acknowledge it, but also to figure out ways to mend our relationship to it. So we're still in the process of being and becoming still trying to figure it out. But this was a really exciting project in which we had an opportunity to consider new possibilities and alternative futures. So thank you so much.

1) Hi, I'm Kate Smith. I'm Kelly Baer, and we're here to talk about our grant from the Jesuit Foundation. We have four things we're going to talk about sort of an overview of our project, what we've accomplished. Any expected or unexpected challenges? And what do you hope lives beyond this project? Awesome. So what the project was to do was to address implicit bias, try to build community within the m'appelle cohort during their orientation. And I think the goal was just to get people talking about race or gender, how we differ and try to find shared values so that we can work through the program together.

Absolutely. This program has worked to bring together a wide variety of people across differences of different kinds, across demographic differences, across ideological differences. And we have noted that especially in these very politically charged times, we've had trouble connecting across difference, have not been as kind perhaps as we should to each other, not been as good at listening. I'm an instructor in the program. Kate is a graduate and she did a beautiful job conceptualizing and executing this grant.

And I immediately said we need this as part of our orientation sequence because we, like so many other groups inside and outside the university, are working on our culture. And this was a big piece of culture work to, like Kate said, find commonality, but also help people build muscle for talking about difference because both things are important and especially and I'll be quiet in a minute, but in politics writ large in America, there's still that oh, talking about it is divisive, you know. Yes. I mean, you know, all of the things coming at education right now are basically saying, you know, that was the title. The executive order was like the divisive concepts. I think I'm not getting quite right.

But the idea was, let's not talk about it and we'll stay united, whereas we know that the opposite is true, that we do need to talk about these things that have been talked about in history and race and lived experience. And Kate did a beautiful job of bringing that kind of teaching and thinking into a module that we've incorporated into our program orientation. And we talked about bridging the divides, being able to talk to each other civilly about civic engagement.

Right. But we started with Kate, started with having people reflect on their own identity in a very inviting and low key way and then told a really powerful story about her past and the way in which her identity had an impact on an experience that she had. I don't know if you want to share in Glee. I talked about being stopped by the police for driving while black. A neighbor had reported me and the police responded and it was terrifying. But what it taught me was trying to see the other side of it. So in later volunteer work, I did work with the police and but it still shapes my political advocacy, having that experience. Yes. A

nd Kate, telling that story in front of a room full of 20 people opened up a very personal connection, I think, but also a broader vista for folks about how one might transcend and work with difficult. That's okay. That's fine. We're going to work with difficult experiences. I'm going to pause this for a second and we'll come right back to it. Can I possibly have a. 

2) Anyway, Kate's personal story was an example of sharing something that other people might be inspired by later that we hope they're inspired by as they move through the program. And also an example of showing how to turn a challenge into an opportunity to look at things from different angles. And now talking about expecting an unexpected challenges, we have folks outside the room because there are three different programs going on at the same time in the area. Also, you know, COVID is real. And so we had some folks not able to attend because of of the pandemic. And it's the first time being in in person after, you know, two years of doing everything on Zoom.

So it's been both good and bad and a learning experience. Yeah. I mean, it's you know, if we're trying to build culture and community and help people bond, we really tried to privilege a personal in-person learning experience but we couldn't do that exclusively because we didn't want to exclude the people who are remote. So it's been a multi-modal challenge and sort of things moving.
And, you know, our population as people who are all over the country to begin with, various stages of life dealing with like young children or personal things. So people are kind of in and out and trying to build a cohesive experience that leaves equal space for everybody and is accommodating has been challenging. Yeah, I would say. But I think that we did it okay. I did good. And so what I hope lives on is that, you know, we talked to 25 students today. Those folks will go out into the cohort and we're going to team with the other two courses going on. So maybe during conversations around dinner tonight, we talk about things and we strategically place people together that were demographically different. And so we tried not to pair, you know, two women together or two black people together or we have I think the youngest participate is 22 or 23 and the oldest participant is in their fifties or 66. She's my way.

And so I think the shared experience, what we learned here today should flow within the program. Tomorrow, we're going to talk to faculty members and share what we what we've done today and let them reflect. Yeah, yeah. And to fill in some of the gaps. So, you know, we did this identity exercise, shared a story, and then put together an amazing photo-based exercise that aims to kind of help people reflect on biases that they may be carrying. Beautifully done. We had a debrief from that. And then as part of the regular orientation, we do some reflective personal writing and then we do some listening in pairs and we sort of brought that listening exercise. And our students are off doing that right now, and they're building that out into a small group exercise where they look at their commonalities and their differences and they're going to do some presentations tomorrow and our faculty is going to listen within the spirit of asking what can we do to support you in bridging those differences and creating a culture where we can have the kind of brave conversations we need to have, be vulnerable in the ways we need to be vulnerable, speak truth to each other kindly, and have civil conversations across civic divides.

Yes. So I think I think we set out to do big things that we've accomplished big things. The test will be how the cohort ties in and being able to talk about things that are challenging. Absolutely. And I think it's worth saying that we actually have a student in the program who just graduated from another program at USF, and we were sharing that some of our past cohorts have had.

We were very specific about the cultural challenges and that some kinds of behavior in the chat room and not leaving space for each other. So stuff that we saw in our program, we had this student who said, You know what, I saw the same thing in my other program at USF, right? And so I don't think it will be you wouldn't be giving out these grants if you didn't know that there was a need for them. But just just showing that it's timely. So thank you. We're really grateful. Yes. I appreciate the that the grant and the support in order to do this. Thank you so much. All right. Bye bye. Bye bye.
 

Oh, hello. This is our wrap up meeting. A wrap up of the grants for the racial literacy through BI pack placed play scripts at the Gleason Library. And we're going to we're going to follow the instructions and answer the questions that were proposed to us. But first we'll introduce ourselves. I'm Stephanie Hunt and I'm an adjunct professor in performing Arts and Social Justice Department, and I'm going to pass it on to Christine. Hi, I'm Christine Young. I'm an associate professor in the performing arts and social Justice program, and I will pass it on to Jessica.

Hi, I'm Jessica Bachman. I am the program assistant in the Performing Arts and Social Justice Program. I'll pass it to Brandon, but. Hello. I'm Brandon Logan. I am the acquisitions technician for Clarkson Library, and I'll pass it on to Amy. Hi, I'm Manny Pho and I'm the head of instruction outreach at Gleason. Right. So we all worked on this project to make it happen and applied for it together. So. The overview of the goals was to increase the books that are available to students and faculty written by Bipoc playwrights, primarily contemporary bipoc playwrights such as Brandon Jacobs-jenkins and Katori Hall. Lauren Yee. Lewis Alfaro. Plays that will benefit the students and will also benefit faculty not only in the performing arts but also in creative writing. Political science Critical Diversity Studies the Honors College. Many more departments as well as. Clubs at the university, including the college players.

So we all worked on this in different ways. I had the idea and involved all the people who are listed now in the chat. I'm just going to name some of them. Playwright and playwriting teacher and adjunct teacher Eugenie Chan. Paul Flores, also adjunct in Pasadena. Michelle Torres Maxon. Also adjunct. Florentino Marcano Zendo, who teaches theater history. And Mark Rafael, who teaches acting. Ken Sunken, as well as Roberto Vera and Christine Young and myself, along with Annie.


And so I wrote the grant with Christine, with the hope that there would be more plays available to our students for scene work, because I teach acting primarily and also theater and social history. I'm going to pass it on to Miranda. And can you talk about what you did on the project? Yeah. So I kind of did the first pass to, like, make sure if there was any duplicate titles so we could really, you know, not double, double get books. It's bad language, but you guys know what I mean. And so that we could have a more variety of books at the library with this. I'm also serving as kind of the liaison, as sort of the cataloging side of things to make sure that the items can be super discoverable.


And so we're talking about ways to make it so that when someone search for these items, they can kind of see them all in a group and be easy to look through. And so discoverability is really big because we want people to find them as well as, you know, use them. So yeah, that's my stuff that I've been doing and I don't know who you'd like to pass that on to you, but. Jessica Yeah. Yeah. Tell us what you do. Jessica Sure. So I help support the project in an administrative capacity. I received the list of titles and organized and ordered them. So I made sure that everything kind of came in and checked it all in and monitored the list just to make sure that we received every title. Sort of just organized the stack, boxed them up, helped kind of process all of the sort of accounting aspects of it and yeah, made sure that they were ready to go and ready to be delivered to the library. Let's see who's next. Annie. Sure. Yeah. I was tapped by Stephanie and Christine as they were drafting the grants and just helped point them to some of the collection development language that we have here at Gleason that is helping to increase diversity, especially works from bipoc authors and playwrights.


So I felt like that really paired well with what we were hoping to do or are trying to work on here in the library. And then I think my role was actually really more of a facilitator. So making sure that the cast, you folks had the contact for other people in the library to help make the work, you know, actually process the books and make sure that that work is going to be discoverable. So, yeah. And Christine, if you have other things to add. I think it's been fairly well covered. My role was to coauthor The Grant with Stephanie to contribute to developing the list of plays that we wanted to add to the collection and to just participate and try to make sure that we were covering all our bases and fulfilling the terms of the grant. So I really appreciate the coalition that we had of people who helped to manifest this idea into reality. I'm going to hand it back to Stephanie. So. Well, I think I think we should we should talk about expected and unexpected challenges. I'll just say making, actually. I was I found it not challenging to get everybody together because everybody was really, really in.

So that was wonderful. Was having a I will say I will. You know, repeat what Christine just said about the coalition and how everybody was really eager to make it happen. So that was it. Was that what? It could have been challenging, but it wasn't.
And I would say one of the things that was challenging was just making sure that we got the input of all the different teachers who are in the past department, who would who were interested and motivated to contribute. But, you know, just making the time to look at the lists already and all of that. And I would say there's probably a lot of challenges that I was not part of, which was part of ordering and the budget. And I will say that one of the challenges I found is that we wanted to spread out the selection of playwrights that we chose from so that we had, you know, a fair representation. And so once you started choosing one playwright, you wanted to order all of their plays. And so I'm kind of this is a little bit about my hope for the future is that once we have one, you know, one play by one of the playwrights in the library, they'll will get all of their place. That's one of my hopes for the future. So that was a challenge. So anyone else expected unexpected challenges that they would like to jump in with? I, I know that, you know, this is kind of two separate units on campus working together. And so one of the challenges was kind of like, you know, figuring out how was it going to be paid for, who was going to pay for it.


And that was kind of like, you know, this bureaucratic kind of like, what are we going to do with this grant money and how is it going to apply? And so, I mean, we came up with a really great solution of it, and it was kind of expected that we would need to meet about it. So it was ultimately fine, but it was that that part wasn't easy. It wasn't intuitive. Either way. Some things feel like they're intuitive and you collab with people how money is going to work between two parties. So I think that was a challenge. And then I think this is a lovely thing. And so, you know, I hope that future collaborations can happen, or at least that this is like something that maybe the school can invest and going forward would be really nice. You know, projects like these, they should be sustainable.

And so sustainability often means recurring and it doesn't have to be at a yearly frequency, but even that would be really nice. So yeah. I'll add that I think one of the challenges, which I would say is expected, but I acknowledge is that I think we went over budget a bit and I think that's probably fine. I think I probably was able to contribute the additional funds, but just the challenge of sourcing so many individual products and then, you know, trying to get the budget right and then I'm not sure what kind of experience you had. Jessica, trying to purchase those items and maybe the prices change or they might have been shipping that we didn't count on things like that. So yeah, just for the future, maybe if we if we do continue to add to the collection, we'll need to do a little bit of adjusted budgeting to accommodate for fees that maybe we weren't expecting. Jessica. And I just want to say thank you also, Christine, for authorizing that additional budget, because I think we went over by $400 for the past day, contributed that. So thank you so much, Christine and Jessica. Challenges. Yeah, I mean, I think they were expected.


It's just tracking such a large number of materials, everything coming in at different times and to 81 Masonic is it's it's not really remote but it kind of is So just making sure everything kind of trickled in to our office and again, you know, ordering and sourcing the materials prices did change. Certain places were only available from like one outlet in, you know, a different state. And it was, you know, I would always try to find the lowest price and try to do free shipping, but that wasn't always an option. So, you know, it's just to kind of tracking those changes as well. But it was actually really an enjoyable project, just seeing all the different titles that we ordered and kind of getting into reading the description of each item as well. Really, really interesting, cool, exciting stuff. So yeah. That's wonderful. That makes me very happy because searching them was fun, too. And also I had a happy surprise because there were many plays that we would look for. We'd say, Oh, we want this. And then and then Brandon would come back and say, We already have that.

So that was also some some happy news that the library already had plays that we were hoping they'd have, and it turned out they did. Any. Yeah, I think I just kind of echoing what everyone said. I think the idea itself is like, Yeah, a great idea. And then it was just more of the challenges were just trying to parse out the logistics of, you know, like the library tends to purchase goods using a specific vendor, using specific system and we have it shipped to a certain we kind of had this process worked through.


And so I think it was really like, okay, how do we transfer the grant funds or how how does the money work in this? And if you just echoing what Brandon said there, but I also feel like it resolved itself in a very like. I feel like it worked out pretty well for everyone. And yeah, I think, you know, echoing what everyone else said, too, what I hope live beyond this year is that we continue to make sure that we are purchasing the works of Bipoc playwrights and really making sure that we continue to add to this project. And I think one thing I'd like to like. Kind of plants too, is just like trying to make sure that there is more awareness of this collection as well as awareness of the plays that we actually also already have. So I think there is a little bit of back and forth that Brandon did where it's like, Where do we have this? Yes, we do. So just making sure that the past folks know that we have this and that, you know, people should check them out. I'll say encouraging students to go to the library is a big one of my my big. Goals in all my courses, my acting classes too, and knowing that I can send a student to the library and say, Well, I know we had this play and you can check it out and you don't have to buy it, which not everybody can do.

And I just I even know that this collection would benefit students that I had this past semester who did go out and buy plays that they needed for their projects or or ordered them through. Three linked plus, which is great that we have that, but so much better to have it in our library. It just makes the library a. A destination for the students in a way that's really meaningful to me and to them, I'm sure. I'm. Any anything else anyone wanted to add?I don't remember Erica's last name. Erica also joined us in our planning meetings. What's her. What was her name? Yeah, Erica Johnson's Erica associate Dean for collections and technical search. That's wonderful. Well, I really appreciate appreciated her being in those meetings as well. And I'm going to I'm going to upload this this photo so that it's part of the recording here, which is in front of the library. Brandon and I and I wish it was all of us. I wish was everybody who was involved in this. And I'm really grateful for all the work that everybody did and all of the collaboration.

Which was very inspiring to me. The collaboration was inspiring as well as the result. Stephanie I have two things to add in terms of future hopes. One is that we could publish in the past a newsletter, a list or a link to a list of the new acquisitions so that students are aware of them. So we sort of do an announcement about this grant at the beginning of the fall term. And then the second one is, I think, a hope that you share, which is that we make a commitment to contributing to the collection every year going forward. And I think those funds would primarily come from past funds, but perhaps there's also some matching funds that the library could provide so that we have sort of a time schedule where every year we, you know, whether it's ten volumes or 20 volumes that we add, I mean, plays are pretty cheap, obviously, but we we make a commitment to continuing to add to the collection every year.

I think that's a wonderful idea. And let's figure out a channel for that. And I welcome. You know, it'd be great to get student ideas as well, get them to do some research and as well as us. And, you know, TG and Nick Hearn and Oberon, there's a lot of great. Publishers. So. Play scripts. New play scripts. So any we should we should talk about this. Brandon and Christine. Jessica Yeah, that'll be that'll be our next plan. I love that. Yes. And how would we? And actually, the best way to share a link, would it be the would it be the Excel sheet or would it should be something from the library, Right, I was going to leave there, but I was going to talk to you based on who should be Shonda now. And we were going to try to have a link for the collection on the resource page so that there would be like a discrete place for you just to be like, just go to the on the library resource page. And so I haven't met with her. She's been away. And so that's that's in motion. That's fantastic. Thank you. So it would be identified as a collection on the library website. There's a way that this is like cataloging detail, but you basically make them like a uniform title and so on. So you figure that out. Then it's like you search for that uniform title and it pulls all of the ones for it. So yeah, it'd be like a searchable collection in the in the catalog.


Not necessarily the library physically, but the catalog. Yeah. Yeah, we just there'll be like basically a handy link that you could use for the newsletter or as Brand was saying, like on a resource page. And when you click on it, you will see all of the titles that have been purchased through this grant in one place online. So I think that will make it really more convenient for promotion purposes, but also just in general for the students so they know where to go. So a resource page through the through the Gleason link. Is that right? That would be great. Well, I look forward to hearing about that. So we can include that in the newsletter. That's wonderful. It's wonderful news. Well, I'm going to stop recording. Thank you. Thank you for the Grant University, San Francisco. I'm so happy that we got the grant and happy 
 

Hi, my name is Collette and I'm a facilitator with Rise for Racial Justice. I'm also me. I'm also a facilitator for Rise for Racial Justice. And today we wanted to offer a five minute video about why we recommend using dialog when talking about race. So out of the University of Michigan. They do a lot of work around dialog, around social justice issues and related to oppression and liberation. And one of the models that they've come up with is the use of dialog, the use of a tool that seeks to understand opinions that might be different than yours as opposed to engaging in debate.

So we borrow from that to encourage folks to use as a tool in their DIY community committees, or when talking with parents in parent teacher conferences. So really lean into this tool of using dialog rather than debate. When differences of opinion around race and racism come up. Dialog is the use of a series of questions where you are seeking to understand the other person's perspectives. Debate is a tool that is used in order to try and win, right?


In order to try and make sure that the other person's opinion gets squashed while yours elevates. We argue that when you do debate with youth or with other adults or colleagues when talking about race, generally everyone loses. White kids in particular lose. And so we're going to do here an exercise showing the difference between what dialog might look like and what debate might look like. So first, we're going to start with something that is fairly low risk, doesn't involve race for the most part. Masami Me is going to share the season that they prefer and I'm going to engage with them first using debate.

Yeah. So I just love winter. It's the best. Don't you think winter is a little bit, I don't know, cold, unnecessary as a season? I wouldn't call it unnecessary. I mean, I think it's I would go with this area. Are you sure you wouldn't call it unnecessary? Do you want to revisit that? Think about all of the different accidents that happened during winter. Because of ice, Because of snow, because of deer. Yeah. But there are some crops that really need to have winter in order to be able to, like, replenish and grow their roots and then come back. If we didn't have winter, there'd be an entire ecosystem that wouldn't be there for us. No. Right. I hear you. And I get that. And don't you think that it would be better to save lives from not having accidents because of, like, ice on the road versus really feeling like you need to have a very particular crop to eat? Mhm. You know, there's other things also about winter like there is, you know, entire cultures have holidays and religions based off of winter time.


You guys also sweaters like I don't know if you could wear sweaters or you know, really nice winter outfits if we didn't have winters. There are so many cultures that don't experience winter in the way that you're talking about that doesn't require a sweater. And so are you saying that those cultures are wrong? No. I mean, I think that all cultures are great, but I just feel like winter is a it's a good season. At least I like it. I don't I feel like it's okay to like winter. All right. And. All right, so. Oh, I'm sorry. I'm sorry. All right, so now we're going to replay the entire thing, but we're going to use dialog. So we're going to ask questions, are going to ask questions. It seeks to understand a little bit better what my side is offering.


What is your favorite season? I love Winter. Tell me a little bit more about that. Why do you love Winter? Yeah, I just think it's such a cozy season. Like I love sweaters. They're like my happy outfit item, and winter is a time where I actually wear them and they make sense. In California, we're like almost any other season. It's too hot to wear sweaters. Similarly with like really nice warm beverages. So I just feel like it's like the time that I really get to be cozy. That actually makes sense with the. With the season out there. Mm hmm. Is there do you have any memories that are associated with Winter that has created this kind of affinity for winter? Well, I grew up in in Washington State, which was just perpetually cold and foggy, but I loved it. So I feel like in some ways it was like a perpetual winter.

So whenever like especially here in California, when winter comes, I feel like I'm at home again. And so, yeah, it's, it's like a way of getting to be home and feeling the the warm fuzzies from home without having to pay for a plane ticket. Thank you. Thank you for sharing that story with me. All right. And cut. Right. So this is an exercise that we do. I know a lot of folks who facility at the University of Michigan do an exercise, similar Syracuse University does something similar. It helps us understand and think about what it sounds like and what it feels like last. I mean, what did it feel like in the first one under debate to you to be questioned in that way? Yeah, I felt I felt really like almost scared or nervous, especially when you brought up points that were legit good points or ones were. Suddenly it was so felt so apocalyptic. And I really felt like when I was talking about had to do with the end of other people's lives.


Um, yeah, I felt like I wasn't also at a space to really engage with you and like, listen to you. I was more in defense mode and suddenly all it was was a kind of it felt very personal when it didn't have to be so. And what did it feel like the second time? Through dialog and through dialog, it felt like there was like a real genuine interest from you. And I felt a sense of connection between the both of us. Yeah, like I felt a softening in my own body. Like my breathing wasn't as fast and it was able to be a little bit deeper. And I found myself when I was looking at the first time, I wasn't really looking at you so much. I was looking to the side while I was trying to gather my defensive thoughts. And the second time I found myself looking at you more as you were also engaging with me. All right. Now we're going to switch and we're actually going to talk about a topic that we feel like comes up frequently in schools, particularly right now because of the debates about critical race theory in schooling.

This time, I'm going to have an opinion and me is going to engage with me as the questioner. So we'll do an example of debate first and then we'll switch over to dialog. So most of it's really interesting because I'm seeing the topic of critical race theory come up around K-12 schools and hearing a lot about schools being prevented from not necessarily teaching about critical race theory. That's how it comes out. But it's really being we're going to talking about race, talking about racism in our history, talking about or teaching and offering ethnic studies courses.


And that, to me is upsetting because teachers are not who know that that history is critically important to really understanding the fullness of our experience, this country's history, and not getting the supporters back now having more obstacles, more hurdles to teaching in ways that feel important and critical to that. Well, but don't you think that actually what's happening is like there's this whole cancel culture going on and people are actually canceling real history. So like there's actual full on parts of people's curriculums and statues that are being taken down because history is kind of being erased. Don't you consider that to be something that you're worried about? You know, I think if we go all the way back, the determination about who gets to be a statue. Who gets to be celebrated? Who gets to be included. This is not so much about censorship or cancel culture.

This is about being able to acknowledge why certain people got to be statues and certain people got to be included as heroes in our textbooks rather than, Oh, they just happened to be they happened to appear that way. And we normalize it and we assume that there's something better about whiteness for white people than to say that actually power was what determines who got to be included in the curriculum, who got to the statue. So I don't I don't think it's about censorship. I think it's about acknowledging a truth that has been steadily ignored historically and purposefully ignored for the purposes of creating and upholding white supremacy. But when you're saying that, I mean, how do you imagine that actually working in schools? I mean, don't you think it's just going to make white people feel really guilty and bad about themselves? I think white folks already feel pretty bad about themselves. I think that's what results in white fragility, I think. That way. Young people in particular K-12, cannot have a positive white racial identity when they're not being told the truth, that racism harms white kids as well as kids of color.

And I'm not right here being overly concerned about white folks. I just simply want to argue and know that racism harms everyone. And when we don't talk about and address race and racism, everyone is being hurt, right? So there's no sense of like, oh, well, if we don't talk about it, white kids get to continue being okay. They're not okay when they're being socialized into old conceptions of what what is good, what is beautiful, what is right. Okay, so that's our debate. And cut.


Okay. And we'll try this out now in terms of dialog. So not to me. I'm really concerned about teachers not being able to talk about race and racism, that they're not able to do that in a way that they, as experts in their field feel necessary in order to really talk about the history of not just the US, but global history, and also to address what they see coming up in the classroom, what they see coming up in their schools that they can't have that conversation without being. I don't know. Highlighted as racist for talking about race. And to me it's extremely problematic. Yeah. So what do you think the teachers need in terms of like the the types of support and types of changes that would need to happen in order for them to get that support? Oh, I think impart. Okay. So thank you for that question and I don't have a ready answer for say so. I appreciate the opportunity to be able to reflect on that. I do think teachers need support, not specifically just for themselves, but they're they need their colleagues to also be doing some of the work around raising their own racial literacy. But they can't be the only ones in their classrooms doing this work. It's lonely. It can be hard because you feel attacked by others. But what they need, I think in part Elisa's community, they need their school to also take on that work. They need their school to be taking on that work and open to conversations about race folks who they can share ideas, they can build curricula together, they can build tools that can be used across classrooms that when they adhere the next group of students or when they pass those things on, they know that those lessons are going to be built on and that similar frameworks are being offered. So I guess. I would say that what teachers who. I'm brave enough to do this work and know how incredibly important it is.


Need is community, and in order to have community, they need colleagues and families who are supporting and supporting them by their own learning. And so they can also contribute. And so Lumosity. Tell me a little bit about why dialog is important to you. Yeah, I think there's a little bit more that can get understood there. It takes a longer amount of time, but I also feel like within that longer amount of time relationship gets built. And I think it helps me understand what's most important to a person rather than like trying to use my own agenda to move the conversation in a specific direction. And I just find it really effective for myself and I think for everyone that I've been in relationship with, you know, and I agree with you, I think that there's something about, you know, I don't I don't generally use dialog when I'm on the bus or I'm in the grocery store. I don't have time. I'm not in community with folks and I don't have a responsibility to them other than our civic responsibility as members of a larger community. But in educational spaces and in communities that are beloved communities. Dialog feels important because it makes me listen.


First of all, make me listen to the [INAUDIBLE] when we're in debate. I'm super not listening. I'm just like thinking about what my next point is going to be. But it also makes me listen for the thing that builds empathy and understanding. I don't have to agree with everything, but it helps me listen for listening 11 way, right? When someone tells me that they didn't think something that happened in the news was racist and I disagree. When I'm in debate, I'm not listening. But when I'm in dialog, I'm listening not to have my mind changed. That's not the point, but to listen to lot of where they're coming from and how they got to that. Right. And and what in there is the piece that I want to hold on to that helps build our understanding together that they are going to understand where I'm coming from and understanding where they're coming from to hopefully write with the purpose of moving towards a more racially just future. So this has been our five minute video and dialog versus debate. Feel free to reach out to me or myself with any further questions. Take care.
 

My name is and Lei and I'm the assistant director of the Cultural Centers and also a new facilitator for the Cultural Diversity Immersion Workshop series, also known as CBI. Today, I'll be interviewing Aaron Eccles, director of Usf's Cultural Centers around the CDI Workshop series.

Hi, Aaron. Could you provide an overview of your projects, including your projects goals? Yeah, definitely. So the Cultural Centers project was the Cultural Diversity Immersion Workshop series, which we initially proposed with the title of dialogs on Race. These workshops offered students the opportunity to build skills and knowledge, to advocate for racial justice and to understand and define their roles in activism. The successful completion of each segment of the series earned students digital badges where they could display their skills.

So the full series contained nine workshop topics which were broken down into three badge segments The badge. One was Identity Awareness, which provides a foundation for discussing social identities, cultural differences and concepts central to social justice work. But two was interpersonal engagement, which focused on identities, power dynamics and communication styles. And Badge three was a solidarity building badge that focused on dialog as a method for critically examining socialization, equity and justice.

Are are learning outcomes and goals for the workshops were for students to increase their awareness of their own identities, experiences and biases, and how that impacts their roles as student leaders. For them to increase their knowledge of how we create welcoming and inclusive environments for student learning and community building, and for students to increase their skills and challenge discriminatory, oppressive and stereotypical attitudes. In addition, we hope that students increase their understanding of the cultural centers department and start us out as resources as well. All of our workshops contain time to build connections between the workshop topic and a Jesuit value, which was important to us so that they really felt that motivation and connection to do this work and to honor our Jesuit identity.

And in addition to our coordinators of the project developing and presenting the curriculum, this project also supported the development of a train, the trainer curriculum. And we train staff members from throughout the US off campus to be facilitators for the sessions, which is a benefit for us as we move forward in the future. I love all the learning outcomes and how Jesuit values have been tied into these workshops. So what would you consider to be an unconscious accomplishment from this effort this year? Anything that you're proud of?

Yeah, I think some of our accomplishments this year included engaging 50 students in the workshop series in the fall, and really of those students, many were graduate students. Some are joining us from other countries as they studied remotely somewhere new students, the campus and engaging in the topics for the first time really led to a diversity of perspectives and really the identities that were brought into the conversations focused on race really deepened the learning within the group. Most are really proud of the facilitator group. Not only do they go through the trainings and learn how to present the curriculum, they also really share of themselves in the workshops in ways that built connections to the students. Many of our attendees want to stay after the virtual sessions and continue talking with the facilitators, even reaching out after the sessions for support. Unrelated topics.

It's amazing the high and broad levels of engagement you received on such a new workshop series. Were there any challenges that you ran into this year around this effort? Yeah, we we actually ran into more interest in the workshops and we had initially planned for. So to respond to that, we hosted our first three workshops twice each to accommodate more students. We also found alternative options for interested students who we couldn't accommodate in the sessions. We also had staff from the cultural centers buy new positions at other campuses, which made it difficult for us to host the workshops this past spring. Instead, I focused our time on training additional trainers and facilitators so that we would have an increased capacity to hold these workshops in future semesters. I'm really glad that we were able to expand our number of facilitators so that we can continue the series. So are there any ways that you hope for this project to continue next year and do you have any plans in place?

Yes, we have 11 trained facilitators who've agreed to facilitate for this fall semester, which is exciting for us. We gather together all the facilitators in June to discuss how we might move forward, and the group really believes that transitioning the workshops into in-person opportunities would be a best practice for us, while also continuing to recognize the benefits of the virtual workshops. I've also begun conversations to connect the series more to students based on academic departments All right. Well, thank you. And that was all the time we had today. I'm really excited about for what's to come next with the CBI workshop series. Yeah. Thank you. Thanks.
 

Hello, everyone. I'm an adjunct faculty in School of Education at USF. In this short video, we're going to talk about the six plus year grant that Brian and I received for spring 2022 when Brian and I heard about this grant opportunity for projects related to anti-racism work which both of us are passionate about. We got super excited and decided to submit the proposal called Restructuring Curricula through Racial Literacy Group.

The goal was to create a rubric for educators to help them assess the curricula and the course materials they use and the pedagogy they adopted through an anti-racist lens. And we hope this rubric would help educators reflect on and then allies and allies in their in-class practices and dismantle any materials or curricula that are.
As for accomplishments, this this grant opportunity certainly inspired us to collaborate on a project which is a racial literacy rubric that will be very helpful for educators to use in their classroom to dismantle institutional racism and banking concept of education with free terms. Both Brian and I have experience in K-12 and in higher education, but we of course, wanted to set the foundation of this rubric not only on our experiences but also on research, of course.

So we started researching and writing more about the implementation of racial literacy in educational contexts, which inspired us to write and publish a paper together. So one project opened up doors for another project and of course created more opportunities for collaboration. Also, we are very excited to share this with our colleagues in national and international conferences. So we even started searching for calls for proposals for 2023 conferences. Right, right, right. Whereas we're really, really excited about the possibility of going international, going domestically, really trying to help educators all over the globe, really assessed their curriculum and really, really impact the lives of each and every one of their students.


Some of the expected and unexpected challenges that we sort of arise was that we recognized that we were very, very ambitious as it related to some of our goals. And we really were really compassionate. And we believed that our proximity to the project itself would have been more successful had we envisioned sort of a different timeline as well as COVID, as well as life and scholarship. We were really challenged with our time and we didn't understand the extent to which our project would be more Next, we would require more necessary time and some of our hopes, you know, beyond the sort of grant timeline and windows that we want to really have this work, have a home place, whether in different publications.

As you mentioned, we want to present at different conferences, whether internationally or domestically, and we have some goals of presenting at a few conferences that we saw that are happening next year. So we are really excited to continue to work on this project and really, really thankful for the support from University of San Francisco.
 

Okay. Thank you. And thank you for the opportunity for our law school contingent to report back on our activities over the course of the past several months. Most of our activity has been focused on hiring and the appointment process. We devoted a tremendous amount of time and energy to identifying, interviewing and attracting candidates that would enhance the diversity of our faculty. We worked hand-in-hand with our Adeyeye, a committee chaired by Professor Building, who is also a member of our contingent here. And we we were very fortunate in that we were able to hire on a full time basis Professor Bozo also who is on this, on this, on this recording or on this call.

We did struggle to hire other candidates and this has been a subject for us as a law school faculty trying to determine what factors and what we could do better. I think one of our strong senses is that resource constraints are a major factor in attracting highly talented, diverse, diverse candidates. And with that, I will turn it over to my esteemed colleague, Professor here.


Well, thank you very much. And I do want to talk a little bit more about our efforts in faculty recruitment last year. Let's just take one step back. And Professor Bozo Luke wanted to start us off with after our summer sessions last year, we we did meet with the Dean and associate Dean. We did. We felt pretty positive after our summer sessions, and we began the fall semester by scheduling a meeting with the Dean and the Associate Dean to go over kind of our our action plan. What are we going to take from the racial pedagogy training? How are we going to bring it to the faculty and the students? We talked about having retreat. We talked about having some student listening circles in faculty based listening circles. We talked about modeling some racial pedagogy in class with respect to cases and creating that container for discussions, talking about what critical race theory means, developing a shared language, all very big ideas, very hopeful ideas.

We didn't get the best start that we would have liked, I think, in part because, as Rosa says, financial constraints and then in part because I think this is a professor Hing is going to go more. Hiring sort of took over for a long period of time. Right. And and just I do want to, from my perspective, comment a little bit on that first meeting that we had with the deans.


And while they did listen to us, one of the things that the dean's office. Did attempt to do this year was our input was a survey of the faculty of courses and how issues are included. And that survey did yield some results. But honestly. We never had an opportunity to delve into a deep conversation about those survey results. And also there was some pushback from the Dean's office on some readings that we had suggested. And. And so I would say that my personal reaction to that, the meeting with the dean's office was mixed. And then there was not much follow through after that. And to interject, I do think that the dean's office did like some of our ideas because we saw them implemented throughout the year, but just not by us. So they did have an internal speaker come in and talk to the faculty about how to create that safe container for classroom conversation. They did have an internal faculty member come in and talk about how do we talk about race within substantive law. And these were some of the ideas we pitched during the meeting. So I think some of it sunk in just we lost control of it a little bit. Absolutely. So but as both my colleagues have alluded, the hiring really dominated the season and this past year and Reservoir was chair of the appointments Committee and he reached out.
To us. But I mean, to me, I mean, Luke was an applicant, so he was disqualified from participating from the of the hiring process because he was one of the applicants. And in my view, the process of gathering input on where to. Make announcements and what entities to reach out to. From my perspective, yielded good results. I don't know where all you guys went to reserve, but we had fabulous applicants, very, very diverse pool and we the D-I efforts, we were invited to participate in not just the final stuff, but in the screening of applicants. And there that committee had to screen thousands. Maybe I'm exaggerating a little bit of applicants. And that was it was a lot of work. And and so our committee, which included faculty and staff and students, participated in the screening and participated in the conversations. And and so that was good. And and then when there were callbacks, I can't remember the number of callbacks we were invited to be on the schedule. So every applicant that came through there was an agenda for the applicant for the entire day that included a job talk and meeting with student. But the ADA committee was on the agenda and met with every applicant. And then fast forwarding to the final meeting that the faculty had to deliberate, the ADA committee was invited to give input and we did provide input as a committee and they're two tenured members of the of the DEI committee that also had voice in the in the final faculty meeting.
So while we are disappointed that two of the three applicants that we made offers to did not accept, actually there may have been one more. We're very happy that Luc accepted, but, you know, we could have done better. I mean. Well. Let me put it this way. We were hoping for better results, but it was not for lack of effort and good. Invited input from the D I perspective, you may have a lot more to add. Rosa. Yeah. No, I agree. I agree wholeheartedly. I agree wholeheartedly. A tremendous amount of time and effort was put into it. I think the applicant pool was very strong. I think the candidates that made it through the first round of interviews, which we were, we were constrained by the pandemic to do via Zoom also, we're very, very strong. I think what happened towards the end is they were in very high demand from other schools and the candidates decided to take to take other offers. And again, the competition for highly talented faculty members is very intense. But exactly as Professor Ing points out, this was not for lack of effort planning. Tremendous amount of work went into it across both the administration and the faculty. But we would have hoped for a better response. And in terms of other hiring as well. Even so, I was obviously a candidate for the tenure track round, but I'm as a member of the committee, I served as our representative on other kinds of hiring, like we were hiring for a couple of visiting professor positions this year and I was the ADR rep on that.
I was happy to see that the hiring manager for the visiting professor position used our script of prepared questions to make everything the same from each candidate that included ADR questions on it. So that work that we started before last summer sessions is still continuing. And then I just spoke with the deans today who haven't I haven't even told you all this kind of expressed a little bit of regret that they were not as excited about our proposals last fall as they should have been. And they've asked if we wanted to begin the year with a faculty meeting to discuss the racial pedagogy sessions and what we learned. I've been asked to participate in orientation to talk about some of those lessons as well with our incoming students so that the administration seems to be maybe, although late, starting to be a little bit more receptive. Yeah.
And so one of the things that you would like us to address, we understand, is what our hopes are. For the near and far future future. And just to stay away from what Luke just said, I do think that the dean's office is beginning at least to at least in process, to be open to these API issues. And, you know, we have a proposal on the table to actually work more in-depth on a racial pedagogy series of classes, but that's still up in the air right now. But I, I don't want to say that I am completely skeptical because I do have. Some hope. But, you know, I I'm still in a wait and see mode. The jury is still out in terms of the law school's leadership and whether or not it totally buys in to some of the things that we'd like to implement. So that's how I feel about the the year to come, the foreseeable future. What do you what do you guys think? Similar thoughts. I'm a little bit skeptical because we've gotten burned in the past, but my conversations with the administration lately have been more encouraging, have been more hopeful. They are looking for ways to do more of this kind of work. So what I wanted us to do really in the faculty retreat that we proposed last year was to really sit down and do kind of a systems of analysis. What's working well, what's working not well. And I would really like to see something like that happen, if not at the retreat, at least a faculty meeting or in small groups or listening circles. So that's kind of where my head is right now.
And I'm hoping we could use what we've learned and the lessons from the last hiring cycle also to address these issues internally, quite apart from external faculty hiring, I think one of the issues is, you know, the stronger we are internally, I think the more attractive we can be to candidates to come join us. So I think there are there are systemic issues around equity that continue to need to be addressed. Yeah, you know, you just reminded me of something or as I described how we were invited to play an active role.
And I, I may be deluding myself. I don't think I am. I think that all the candidates appreciated. That conversation associated that we did that. Absolutely. And so that was pretty refreshing. Absolutely. And I think it worked very well. I think it was very organic. I think the integration of the ADEYEYE meetings and the committee work into the hiring process, I think went very, very well. And I have a fervent hope that that will that will continue that will continue going forward. And I don't think there's any question it was deeply appreciated by the by the candidates. Right. Yeah. Great. Well, thank you, everybody. Thank you. Thank you. You want to press the record button?
 

Understanding racism in the US is of course created for international students to learn more about the US racism. The course was designed to offer a space for international students to learn more about U.S. history, systemic racism and how it is present today. The course provides a foundation for students to engage in this conversation and also reflect on their own experiences and oppress oppressive systems within their own society. We are grateful to the Jesuit Foundation grant and the six person project for making the course possible and are pleased to share with you the student learning and experiences from the first half of the course. In this first iteration of our course.

It's been very exciting and a great learning experience for me too. The biggest takeaway is that I have are that the way that we understand race in the US as the title of the class suggests might not be the same way that students from other parts of the world, our international student population understands race.
We've had a very rich conversation just about what is race and how that differs from ethnicity or culture or even nationality. One of the richest conversations that we've had was around people's secondary school experiences and how those might have been different from one another and how there were probably parts of everyone's secondary school experiences that were some way unpalatable to them. And I use that as a springboard for understanding systems and systems of oppression.

To illustrate to the students that we all operated in systems for our secondary school experiences, then there might have been elements of those that we didn't really like. How could we go about changing them? And a lot of them responded with, We wouldn't be able to change that. And unfortunately, in a lot of ways, our system of race and oppression in the US is like that. It's not to say that we're not trying to dismantle systemic racism and oppression, but it might be more complicated than people realize. Like I was saying, I've learned a lot this semester, or I already have ideas of how we can move forward in the next iteration of this class next semester. But it's been a rich experience for all of us so far, and I feel very lucky to have the chance to deliver this course. We've had so far. Let's talk about race. It's a fascinating book.


It covered intersectionality. Certain personal experiences, how to have conversations of race and from which perspective to happen specifically. We are moving on now to a new book, People's History of the United States. I mean, it's an incredible book that basically contains all of what is being censored in other history books. In this class, we read the book. So you want to talk about race. The book provides a valuable and necessary perspective on the issue of race and racism and encourage readers to take action to address this issue in their own life and communities. One of the most striking aspects of the book is the on vulgar importance of intersectionality in understanding the experiences of the something many groups.

This intersectional approach has to illustrate the way in which race intersect with other identities, such as gender, sexuality and ability to create unique and complex form of discrimination. It's been a very eye opening class, if I can say so myself, and I feel like I'm growing in my knowledge about how racism has been exploited in the U.S., I feel like coming from Zimbabwe into the U.S. for it, that it's just like what you see on TV. So like people protesting racism against people of color from the police and everything. But the more I learn about it, the more they they hear of the murder. Realize I had a very one-sided view of things.


One of the most impactful moment in this class for me was when we did the paper change activity in the first class, when we were put into different groups and was assigned randomly by a lock to choose the best tools that our group can make the longest conversion with no restrictions. Some of the group does not have scissors and some do, some have tape and some are really lucky they have everything. So we did an activity for a few rounds and eventually all of the groups were together. We helped each other and made a really long watching at home. It was really touching and it was a powerful visual representation of how privilege work and how is it going to destroy the society.

It really made me thought how privilege can be so impactful and how different people have different access to resources and opportunity at a completely different level as starting points. It also made me thought more aware of my own privilege and the ways in which I can use to create positive change. What I would like to learn more about in this class is the relationship between police and people of color, because it has been a very controversial topic, especially after George Floyd incident. And I also would like to learn about how Asian and Asian people have been treated by the privileged people in the United States. I want to learn more about understanding more vocalized ways of understanding racism in the U.S., maybe toward specific cities, specific towns, etc. Just for me to have a better idea and a better feel about where where things are going in different parts of the country.


That's the thing I want to get something I would like to still do in this class. Maybe get more guest speakers and hear about more experiences from black people that experienced racism in the US. Because in our class we have a lot of international students and people that experience different types of racism here, but we don't have any specifically black on black American person in this class. And I would love to hear experiences from people that live in the US are not internationals and just I think guest speakers can be a great addition for this addition for this class.
 

Hi, this is Marissa McCarthy giving an interim report on the series addressing bias and Racism in Assessment, which is funded from six plus U. In the Jesuit Foundation Grant Initiative. We will be hosting this series in fall 22, and the funding allowed us to hire experts for four sessions. So four accomplishments and what we're proud of this year, we're proud of our selection of speakers, all internal to USF and experts on the topic, and those include Jane Bleasdale, Rhonda magee, Cohanim, Sullivan and Zakaria and Desiree and Jane are both from the School of Education. Rhonda is from the School of Law and Connie is in Student affairs. We're also proud of our program Learning Outcomes, which were created with input from the entire University Assessment Committee.

And just briefly, I will report on one session. Attendees will critically analyze how racism and other forms of bias manifest in traditional assessment practices. Two USF stakeholders will examine instances of racism and bias in assessment at USF, and three participants will determine one approach related to a specific assessment practice for the next academic term to enact in one's course or regular work and share with colleagues or unit staff departments, and will be assessing those learning outcomes through the series event, pre and post surveys, and creating and maintaining a web page with glossary and resources on bias and racism in assessment where we will be measuring traffic to the web page.


The Office of Assessment and Accreditation Support will be hosting that web page. Unexpected Challenges and Expected Challenges. I don't think I realized how difficult it would be to schedule to get time and to get deliverables from our speaker speakers. Understandably, they have a lot on their plate and so their responsiveness is not necessarily what I would have hoped it to be. And we're excited for the series, and I think they are as well. But I think it's easy for them to do prioritize this with their regular work. So we are trying to be a little more clear about our timelines and the deliverables that we need to see for them in terms of what we hope lives beyond this year.

We hope the series ignites and gives faculty and staff the tools to review their own assessment plans and practices for white supremacy and bias, racial and otherwise. So we really do kind of see this being more of a long term thing with the series just being the start of it. So thanks so much. If you have any questions, please feel free to reach out to me now. Thank you.
 

Hi, everyone. My name is Adrian Johnson and I'm an assistant professor in Environmental Studies, and I'm here to give our end of year report for the wonderful funds that we received from the Six plus U initiative, myself, as well as the black Indigenous people of color, Student for the Environment Club or Bipoc for E for Short applied for moneys in spring of 2021, and we were so happy to be awarded these funds.

The goal of the funds were to be used to fund our second installment of the club's yearly zeal. Design aims to really teach principles of environmental justice to the public, and it also aimed to shed light on a lot of the environmental vulnerabilities that racialized communities really experience as a result of environmental racism. So the goal was to create a second installment of that of that Jean, This time in collaboration with the environmental justice class in VA three, six, seven that I teach every spring. So it was to include contributions from club members as well as contributions from allies in our environmental justice class.

And I have to say the project really, I think, exceeded everyone's expectations rather than having one zine that that contained contributions from a lot of people, we actually were able to create eight additional zones, eight separate zones, and put them all together into a boxed set, which was really, really cool. I also was able to hire two RAs from the class with the funds from the grant, and they helped with everything from design of the boxed set to providing digital assistance, to editing the contributions from other members in there and the group contributions.


So that was really great. The other thing we were able to do was apply for more funding from other USF sources. We got a small grant from the Starbucks Farms yearly grant cycle, which was amazing. With that money, Bipoc free club members were able to go on a retreat to the farm and upon coming back, the president of the club created his own zine based on that experience and added that to this boxed set. So it was really a way to expand the contributions and they cover so many different experiences and topics. Some of the challenges that were associated with this project include many people had never heard of design before.

Many students in the environmental justice class, they didn't really know what it stood for, what the purpose of ZINE was, and some of them had some discomfort about pursuing an assignment with such creative latitude. And that was so different than a usual kind of final paper assignment. So we joined forces with Matt Collins from the Gleason Library, who's an amazing librarian there. He's also part of the Gleason Zine Collective there, and we worked with Matt many times during this past spring for him to help us, you know, educate us on zines and how they work and to really become more comfortable in pursuing some less formal ways of conveying important environmental information. So I know students definitely consulted him and his amazing knowledge on this kind of work. And we want to thank Matt as well for that. So what how does this project live on beyond this year?

A couple of ways it will live on. And the number one way is that the actual box set of these eight amazing zines will be donated to the Gleason Library, to the zine library, so anyone from USF can go check out our contributions and hopefully be inspired by the work that the students did. Another way in which this project will live on is that I've become very interested in making as a form of transformative pedagogy. And in that vein, I have pitched a FLC with the Center for Teaching and Learning here at USF. So I will be working with other hopefully learning with other faculty members about the potentials that Gene making can open up for myself as well as other professors. I also hope to do a similar zine project in the spring of 2023 with again, my next environmental justice class because it was such a success.

And then lastly, I really hope to write about. Pedagogical article on zine making as a form of pedagogy based on the experiences that I had with this past class and also with the Bipoc for E Club. So I think that's it. Thank you so much again to the Six plus U initiative to the Jesuit Foundation for their generosity in funding this project. And we really hope that a lot of folks can check out our Zoom box set in the Gleeson Library. Thank you so much.
 

Hi. We're presenting to you from Gleason Library. My name is the info I use. She her pronouns, and I'm the head of instruction outreach. My name is Amy Gilligan. I use they she and he pronouns. And I am the school of Ed Librarian. To give you an overview of what we did at the library. We hosted a series of workshops throughout fall and spring semester with the goals of increasing racial literacy with library staff members. And we also wanted to foster relationships as well as accountability between our colleagues who are engaged in anti-racist work or wanted to learn more about how that how they might approach doing that kind of work. And the library itself has identified a variety of different equity initiatives. And so we also wanted to give our cohort just a little bit more contextual information as well as shared language and understanding as we begin to do some of that work that has been identified by the library leadership team. So just to give you an overview of what this actually looks like.


So in the fall semester, we hosted for two hour Zoom sessions that replicated the stage of intergroup dialog. And Amy and I participated as part of Core. Over the summer, we were trained by race forward as well as on a yacht club app in terms of how to do intergroup dialog. And so we tried to put into practice the things that we learned over the summer. And so our cohort was 14 self-selected staff and librarians from a variety of different racial and ethnic backgrounds, as well as sort of different places within the organization. So some department heads as well as staff members.

And then what we did within each workshop was a mixture of mini lectures and large intergroup discussion and dialog as well as we also used racial affinity discussions. So that was what we did in the fall. And then in the spring we had one follow up session with the library cohort in which we talked through what different affinity and accountability species might look like moving forward. That was something that came up from the fall series of what some of our staff members were hoping, you know, hoping for is just more communities so that folks could build coalition and do anti-racist work. We also had recommended that the library leadership team do a session with with race forward. And so that also happened in the spring semester. All right. So in terms of accomplishments and what we're proud of, one of the things we're most excited about was the creation of ongoing racial affinity spaces within the library.


That's something we've been talking about for a couple of years. And through this racial equity series, it became an interest of all the participants as well. So while the series is ending, we're working towards having a bipoc affinity space as well as a wide accountability space going forward. We're also really excited to finish the series just because it was a lot of work. I mean, it was great, totally worth it. But we feel very proud of what we've done and then also really excited in terms of going through the program and getting to learn different facilitation skills from folks.

That was really amazing, as well as the experience of being in community all doing this work. So in terms of challenges that we encountered, one of the biggest challenges was scheduling. Just because this group, this cohort was both library staff and librarians and folks have very different schedules and then kind of in conjunction with that was also the uncertainty of format, right? Because with pandemic, we weren't sure if we were going to be in-person or on Zoom. And we kind of came to the conclusion to just keep it on Zoom. And then another challenge we had was trying to avoid pacing for privilege. And so there's a number of folks within the cohort, and folks are coming to the journey from different places. And so there are some folks who are very new to the journey and some folks who have lived experience of understanding race and racism.


And so we wanted to make sure that we were creating a session that wouldn't just catered particularly to white folks. Noting the journey. And one of the ways we did that was through racial identity spaces. Another thing we had to deal with in terms of challenges with power dynamics, power dynamics in relation both to some department heads being within the session, but also power dynamics between staff and librarians.


Librarians being considered faculty. So our hopes beyond this year, in terms of the library, we really want to see folks carry this work forward in terms of using equity as a lens through which we approach our work. So it's not just something you do like, Oh, I'm on a task force, but actually what's driving the decisions you're making and the way that you participate within the library and the university as a whole. And we also hope that this creates a way for folks to build off a shared framework of racial equity.

Because part of the thing going into this was that folks were trying to do anti-racist work within the library but didn't have a shared framework or shared lens. And so we're hoping that this can help increase the capacity of folks to stay in the work now that they've got the shared framework. And then also for colleagues to continue to build racial dialog skills, because as folks are building multiracial coalitions, it's important to be able to talk about race and also to understand that sometimes these conversations are going to be messy. And to have skills in order to stay in the conversation and also to make repair when harm happens. So in terms of going forward in our wishes for you, you know, if you're doing stuff that has to do with racial dialog, it's always great to have a facilitator. Case in point and it's really great to get to know your call facilitator and to discuss strategies for supporting each other when conversations get heated.


So have that discussion ahead of time and you want to talk about their different identities and how they show up in the work, right? And you may also want to have nonverbal cues for when maybe you need your coach to jump in. All of these things are things you want to frontload from the beginning. Then another thing that's really important is that as you're having these discussions, you want to be really clear about the purpose and scope of the space. So within intergroup dialog, we talk a lot about building the container, right? And so there's a lot more you can do within like our situation was like four weeks to our sessions versus like 160 minute session. So consider the container you have. How much time do you have? Right. And consider the audience how they're coming into it. And that'll kind of help you shape the container so that you can make sure that you're not creating a space that perpetuates more harm. Right. And so that purpose and scope is really, really important. And then also kind of building off that is scaffolding the discussions from low to high risk. So with intergroup dialog, one of the things that we appreciate about it is that folks get a chance to practice some of the dialog skills with a very low stakes environment so that when they move into a discussion that gets more challenging and possibly heated.


Right, that they have those skills. So, again, low to high risk. And then lastly, another thing that we would encourage you to look into is introducing and utilizing racial affinity spaces. The introduction part is really important to explain, like what racial affinity spaces are and what they aren't. Right? Super important for folks to understand that racial affinity spaces are intentional anti-racist spaces. They're not segregation, right? Because segregation has to do with institutional violence and denying folks resources. But racial affinity spaces, intentional spaces where folks through an anti-racist lens build community with each other and then, of course, utilize those spaces. Right. I know that there are groups on campus, student groups that have racial affinity, but particularly within the library, we haven't had that kind of spaces in the library. So having these racial affinity spaces allowed us to go deeper in the conversation. And so with that, we're going to bring this to a close, and we're super excited about the work that you're going to do. And, you know, Annie and I are both on campus, so feel free to hit us up if you have any questions. Do you have any final thoughts for us? Yeah, I'm just wishing the future cohort the best of luck. And yeah, just know that Amy and I are available if you need support
 

Hi, my name is Heidi PEREIRA. Pronouns. She. Her hers. I am a member of the Radical Parenting Group at the University of San Francisco. The Canteen Group was first founded in 2018 by a group of students who came together to work together to collaborate and find ways in which we could support each other as graduate students. As parents, we face many hardships in our own education.

And we you know, as parents, we have to navigate through these multiple layers of challenges. And last year we a group of students, members of the radical parenting group, we had the opportunity to apply for the Six Flags Foundation Grant Initiative at University of San Francisco. Our main goal with this grant was to, you know, to educate our fellow graduate students and others in how we can all come together as parents, colleagues. Our goal was to raise you know, our goal is to create community and culture at the School of Education, but also, you know, how do we raise a brave and anti-racist generation? Have discussions about. Parenting mother scholars and providing resources for graduate students and faculty across campus in ways that we can engage in our children in anti-racist literature and resources.


So how do we how do we form that bridge between graduate parents, scholars, students and faculty on how. USF can support us as graduate students and during our journey, you know, education and parenting as well. We also our goal is to bring visibility by organizing events and by graduate, you know, by our own parents’ qualities. And in order to create a community and support across campus. So that's our main goal. You know, how to how do we engage in dialog and talk about education and talk about parents in graduate school? How do we provide resources to resources such as access to parenting, education, human rights, social justice and anti-racism? Creating that. Creating a community that is supportive of parents, scholars.

Because, you know, ultimately parenting and studying can often feel like a learning process. So we want to be a great supportive community for all parents close to that. That was our main goal with this grant that we receive. And the way that we wanted to do all of this is not only by bringing visibility to the school of your stuff, but also creating a web-based resource page for parents where you know, where they can find all of these sources and keep up to date with everything that is that is happening. And where are we going to organize an event where they to do? How is it happening?


Who is forming them? Or just to find all the different resources that we have available? So that was one that was one of our main goals. Let's see in terms of accomplishments, if we. Just as, you know, parents, callers and just navigating grad school, navigating this post pandemic and what life looks like now with this hybrid option and just trying to to come back to what normal looks like. And a lot that parents have going on is everything that is happening in the world. We really? We really stood by our commitment to this grand commitment to our goals, what we believe, our timeline. And we are very proud to say that to the last day. We created our page. We created this web page that will continue to empower the radical parenting group and all other parents with community resources. So that is something that we are very proud. We stay committed. We came together. We learned, we learn.

And we continue to to have the conversation about, you know, dreaming of what this next. Base of the radical parenting group is going to look like. So that was that was something that I personally, personally feel very proud of. You know, making those connections with the group and just working together. Unexpected challenges. Those will be dealt with, like any any grants or just anything. The unexpected will always be there. For example, the creation of something new, right? You know, you feel you for this brand. You have a vision. You expect it to go as exactly as as you want it to be. But, you know, with the flexibility that we had. And, you know, as we read more of what this could look like, some of the challenges just where, you know, technical, technical with the Web website, you know, like you said, nothing comes perfectly. Things are always unexpected. But it was it was mainly technical. It was you know, it was nothing major. What we do hope that lives beyond this year is, you know.


This legacy of the radical parenting group that is so important to us and to other parents in this School of Education and the University of San Francisco. Overall, we hope that that this this community continues to grow, that this community continues to learn to and just bringing different intersections and perspectives and experiences and live by that because, you know, everybody situation is so different that each parent brings their unique perspective to. What? You know what makes something so amazing? And that to me is very powerful. And if you continue to bring this ability, this is what I but I hope the lives beyond this year to just more visibility if we were if we were visible last year. I want I want more. You know, if if I was able to bring my kid on Zoom, I want my kid in person. And, you know, we'll also hear they're like, we like how might for my kids to have a voice to in this in this community. Because it this is why we do this you know for our parenting group community resources for all of us to come together and, you know, be there for each other. So this is what I hope it's beyond. This year. Too much.


 

The idea behind this particular program was to take a group of second year students who are black, identifying and help them with internship placement, personal growth and career development. We felt this program was successful in this initial year because we were able to launch it. We had we started off with ten engage sophomores through a rigorous interview process and do that through that interview process, we were able to find them and work with them, finding internship placements for the summer as well as putting them through an internship preparation process and personal professional development led by my colleague Go Inventors,

Dr. Richards was able to help us using his strategy, using strategies related to personal and professional growth, and really helped engage students in conversations about self development and where they want to be next. I'll turn over to Kevin to talk about sort of how what were the ups and downs in particular in the program. Ancestor Cameron Collymore served as the assistant dean for retention and persistence programs here at the University of San Francisco. I work with CASA but also support the base initiative. So going in to expected and unexpected challenges, so expected, we expect to all of our students to get an internship match with the company based in San Francisco.

And for the most part, that did happen. All of our students did receive housing, and so housing agreements that were agreed upon before the start of the pandemic were honored by USF. So that was expected. Some unexpected challenges that arose, I would say started with one we had the idea or the idea was that all of our students would have a traditional in-person internship experience, and for the most part, the majority of our students had a virtual or at least hybrid experience based upon county rules, based upon a company policy at the time where a lot of companies were still not fully in-person. And so that in-person going into the office, meeting with people.

Some of that component our students didn't receive on a consistent basis. Another, I would say unexpected challenge that came up was how do we provide the stipends that we agreed upon to the students in a timely manner as we did based upon how financial aid works here. USF students really don't get back refunds outside of state and federal aid. So working with our partners in h.r. To come up with a retroactive or retroactive work experience to justify getting having students being paid, the stipends that we all agreed upon that they would receive at the beginning of the program. I would say the last unexpected challenge, but i would say a good expectation was some of the host organizations requested an agreement. Right. What would what do we expect from the host as organization internship site?

So that was something we had to kind of develop with our partners in development really quickly. But that also kind of led to other internship opportunities elsewhere, and I will now pass it over to our scene director, Dr. Lawrence. Hi, my name is Emile Lawrence and I'm senior director for Bass, So I'm just going to speak a little bit about some of the takeaways and the lasting impacts that we hope to gain beyond the program. So I would say one of the biggest hopes for us was for the students to actually take away the skills that we try to impart upon them inside the workshops. So we didn't want this to be a self-contained 2 hours per week. We really want to instill in them lasting lessons that they can take beyond their sophomore year into their junior year and into their careers.

So we hope we accomplish that. From the feedback that we got from the students we feel that we did. Secondly, we wanted them to have community amongst themselves, so we were really establishing a cohort cohort of about nine students at the time, and we wanted them to perform to form relationships with amongst themselves. We all know what retention is like when students feel a sense of belonging and we feel that we accomplish that goal. The students, from my understanding, they still keep in touch here and there, so we didn't want it to also just be one experience for one year. We want them to stay in touch with each other and check on each other throughout their college time here at USF.

We also wanted them to see us as a resource, so we want them to know that we're not just here for them. During that one time, during their sophomore year for the program. We're here for them throughout their time at USF and they could come to us for help with internships, but they can also come to us with help from classes. Kevin is a cast coach, so we are here for them. We're here to serve them, so we want that to last beyond the program. And the final thing I'll say that we want to glean from the program something we want to carry on throughout the throughout after the program is the fact that we're making connections from base and other campus partners.

So we establish a good connection with career services that's going to carry on beyond the program. Also, Alumni Affairs, the Change the World from Here Institute Housing and also CASA. So these are relationships that we form between base and other campus partners. We hope that continues on after the program. And I think we'll just have Lester close this out. It was an honor to be a part of this program. It was something that Candace Harrison and I and as well as and Duck and Duck and Goldie Ventures really wanted to want to see happen and really excited that we were able to pull it off. It may not continue in the way that we thought it would, but again, I think it was a wonderful stopping short of seeing how we could really expand understanding for Black, identify students of what it means to be professionals and have career opportunities that will allow them to get to where they want to be when they graduate.

I'm starting early, so that's probably the most important benefit for me, is realizing that working with our students and getting them thinking about what the next step is early in our college career, which is which we know is helpful.


 

6+YOU FINAL REPORT by Rise for Racial Justice