The Equity and Diversity Committee Lunch and Learn series was launched in Spring 2017. Videos and materials from Lunch and Learn sessions in 2017 are posted on this page. For information on current Lunch and Learn talks, go to: http://equitydiversity.cals.wisc.edu/lunch-and-learn/.
“Did you really just say that? Identifying and Responding to Microaggressions”
Febrary 16, 2017
Microaggressions are often unintentional, everyday, verbal and nonverbal slights or insults that communicate negative messages about/to a group of marginalized people. In this presentation by Gabe Javier from the LGBT Campus Center, participants discussed microaggressions and their cumulative impact on targeted populations and learned ways to interrupt and address microaggressions in different contexts.
“Echo Chambers and Filter Bubbles: How Does Social Media Shape our Conversational World?”
February 24, 2017
Social media plays a large role in how people communicate in the world today, and has become a primary vehicle for the communication of thoughts and ideas that affect our personal relationships and that shape our belief systems. Research has shown that social media can also introduce a “filter bubble” that exposes us only to content that supports our worldview. This session explored the implications of “filter bubbles” for campus climate, particularly in the aftermath of the 2016 presidential election. It also discussed ways to foster increased levels of communication and understanding between users. This session was lead by Life Sciences Communications faculty member Donald Stanley based on his research and review of trends.
“What’s Next? How to Access Mental Health Services”
Simone Collins and Danielle Gautt, University Health Services
March 16, 2017
In this presentation, Simone Collins and Danielle Gautt from University Health Services discussed how to identify concerning behaviors, helpful language to use to refer students to mental health services, and how to assist a student in a crisis in order to aid faculty acting as first responders in getting students from the classroom to mental health services.
- PowerPoint Presentation (PDF)
“Mapping Social Identity, Power and Privilege”
April 27, 2017
In this presentation by Khaled Ismail from the Multicultural Student Center, participants had the opportunity to explore the ways their social identities impact their experiences within our communities at UW and develop strategies to create a more equitable campus experience.
“Promoting Success for Underrepresented Groups in Undergraduate STEM Courses”
May 10, 2017
It is essential that students perceive value in their academic work. In this Lunch & Learn session, Judith Harackiewicz, Psychology, discussed a series of experimental studies that tested the potential of utility-value interventions to close achievement gaps in a gateway college science class. This research contributes to our understanding of value transmission and suggests that faculty can make important contributions to students’ academic performance by focusing on utility value.
For more information about the research, see the following articles:
“Inclusive Negligence Screening and Workshop”
October 30, 2017
This Lunch & Learn session featured a screening of “Inclusive Negligence,”a film that was written, directed, and edited by students at the University of Wisconsin-La Crosse and released in 2016 to educate faculty, staff, and administrators about how to create a campus environment in which students of color feel safe, valued, and included. After viewing the film, participants were guided through discussion questions to help process how the stories and experiences shared in the film also show up at UW-Madison and in their functional areas.
This workshop was also presented earlier in the fall of 2017 by the Advisor Book and Film Club, a subcommittee of the Advisory Board for Advisor Training. Several advisors from CALS attended and commented on how powerful and informative the video was. The CALS Equity and Diversity Committee has reviewed the film and see many parallels to the experiences described by the LaCrosse students and what we hear at UW-Madison.
The film and this presentation was especially useful for faculty, staff, and those who work directly with students. A wide audience was invited, even those who attended the previous presentation or have seen the video, as the discussion following the film built on concepts that can be employed within the CALS contexts in which we live.
- Link to the UW-L student film: https://www.uwlax.edu/social-justice/resources/for-doing-social-justice-teaching/
- Helping Educators Address Racial Inequality (PDF)
- Critical Advising A Freirian-Inspired Approach (PDF)
- UW Oshkosh: Inclusive Excellence Toolkit for the Division of Student Affairs
- Theory and Practice of Multicultural Organizational Development (PDF)
- Expanding the Definition of Privilege (PDF)
“Bystander, Upstander, Ally, and Accomplice”
November 13, 2017
This discussion and workshop drew important, distinct, and permeable borders between the concepts of ‘bystander,’ ‘upstander,’ ‘ally’ and ‘accomplice.’ Through social media and dialogue, participants were asked to reflect about identifying and enacting change in their own spheres of influence and how to establish a community of support and practice in doing so.
“Making Sense of Climate in CALS: A Discussion of the USDA Civil Rights Review in CALS and the Campus Climate Survey”
December 4, 2017
This discussion and workshop provided an update on the USDA Civil Rights review conducted at the University of Wisconsin-Madison and the College of Agricultural and Life Sciences (CALS) in the spring of 2017. The purpose of the review was to assess selected CALS-based units and departments on issues related to diversity, climate, and inclusion, and offer recommendations for how to improve. CALS Associate Dean for Research Bill Barker lead the audience through a summary of the report.
Additionally, results of the campus climate survey conducted by the Division of Diversity, Equity, and Educational Achievement (DDEEA) have been released, and several important take away messages were confirmed regarding campus climate. These results were discussed, as well as how to use the information from both the USDA report and the campus climate survey to achieve action items within our spheres of influence.