Monday, June 27 • 9 a.m. to 12 p.m.
Tuesday, June 28 • 9 a.m. to 12 p.m.
Bridget Sundin, Women’s, Gender, and Sexuality Studies
Work towards becoming trusted as someone who models empathy, compassion, and competency whenever gender arises in a conversation. While some trans+ and non-binary students are fine answering questions about gender, this can amount to undue emotional labor. This workshop starts from the premise that, as instructors, it is our jobs to take the responsibility for these conversations and not burden students with explaining their identities. You will learn how to create an empathetic and inclusive classroom space for trans+ and non-binary students who are multiply marginalized.
You’ll leave this experience able to define what it means to be trans+, nonbinary, agender, genderqueer, genderfluid, intersex, and two-spirit. You’ll be able to confidently explain the difference between gender assignment, gender expression, and gender identity. Registration is required
Attendees will be asked to create a mission statement that can be included on their syllabus illustrating how the most marginalized student of the LGBTQIA+ community will be safe in their classroom. This statement will support success for students with marginalized gender and model for cisgender students how their instructor values intersectionality.
Eligible participants will receive a $100 stipend for successfully completing this course.
This workshop falls under the AAC&U High-Impact Educational Practices of Global or Diversity Learning.
Wednesday, June 29 • 1 p.m. to 4 p.m.
Bert Stabler, Wonsook Kim School of Art
Critical disability activists, scholars, and artists have created texts, actions, and works both before and during the pandemic that center the experiences of disabled people, both in regard to schooling and in regard to the wider society, considering intersections of disability with race and poverty. Margaret Price, Rosmarie Garland Thompson, and Jay Dolmage are just three of many scholars that have been writing for years about the cultural and social impact of ableism in institutional spaces.
This session builds on the experiences that instructors had during the COVID pandemic to make connections with historic experiences of pandemics, as well as with the evolution of disability advocacy in relation to academia. The goal of the workshop— to think not only about incorporating existing adaptive tools but also about expanding the possible forms of participation in order to benefit a wide range of students.
In this workshop, participants will explore a range of current and historic exemplars of disability advocacy in learning institutions, using this as a launchpad for discussion, brainstorming, and elaboration of ideas on accessible pedagogy and curriculum. Registration is required.
Attendees will brainstorm a curricular item (a session, an assignment, a unit) that focuses on foregrounding access in both form and content.
Eligible participants will receive a $50 stipend for successfully completing this course.
If you need a special accommodation to fully participate in a Center event, please contact the Center at ProDev@ilstu.edu.