Presentation & Discussion: Culturally Sustaining/Responsive Pedagogy (CSRP) and Moving Beyond Guest Speakers (Feb. 17, 1–2 p.m.)

Join Christin DePouw (Associate Professor, Education & 2021-22 Equity, Diversity, and Inclusion Consultant) and Lisa Poupart (Associate Professor, First Nations Studies, Women’s and Gender Studies, and Humanities) for a presentation and guided conversation, on Feb. 17, from 1–2 p.m. In this conversation, we consider the reliance on guest speakers within EDI work and how this “add on” approach limits true institutional transformation. We will discuss the additional professional and personal burdens that these requests place on colleagues of color and Indigenous colleagues, the role of Indigenous values (Christensen, 2011; Christensen & Poupart, n.d.; 2012) of respect, reciprocity, responsibility, and relationship in fostering equity-oriented instruction, and how equity-oriented educators can build their own capacity to integrate their curriculum and instruction beyond the use of guest speakers.

Resources and Session Recording

You can watch the recording from this session and engage with some reflection questions with the PlayPosit bulb in this blog post.

Opening Access: Understanding the Neuroscience of Traumatic Stress and Its Impact on Engagement and Learning with Dr. Mays Imad (Feb. 21, 3–4:30 p.m.)

Join Dr. Mays Imad and the CATL staff on Feb. 21 from 3–4:30 p.m. as we consider the notion of psychological trauma—why it happens and how it impacts our body and brain. We will examine the connections between stress and trauma and how stress can become traumatic when not acknowledged or managed. We will examine the neuroscience of traumatic stress and its impact on our ability to engage, connect, and learn. We will reflect on the questions of how we will welcome our students and colleagues to our institutions and classrooms this semester and beyond. What can we, educators, possibly do to help attend to their mental health and ameliorate their exhaustion and distress, while at the same time intentionally engaging in self-care? We will consider the imperative of self-care while caring for others. Last, we will examine the principles, notable misconceptions, and practical examples of trauma-informed care, and reflect on the connections between trauma-informed education, healing, and restorative justice.

Resources and Session Recording

View a selection of follow-up resources on trauma-informed pedagogy and the session recording (requires UWGB credentials to view).