2024 Inclusive Excellence and Belonging Symposium

REGISTRATION IS NOW OPEN!

The inaugural Inclusive Excellence and Belonging Symposium is an event dedicated to exploring and advancing diversity, equity, inclusion, and belonging within our academic and local communities. This symposium aims to bring together scholars, practitioners, students, campus and community members to share research, best practices, and innovative ideas that foster an inclusive, equitable, and welcoming environment for all. 

Event Details:

August 26 – 30, 2024

Keynote: President's Forum on Inclusive Excellence on August 28^th

Multiple locations (Belknap, Health Sciences Campus, virtual, and the Muhammad Ali Center)

Registration is required. Session space is limited.

#2  Learning together, reflecting separately: A differentiated approach for educator development

We describe why and how we created an inclusive community for future teachers to understand and prepare to enact trauma-informed, healing-centered classrooms. We differentiated follow-up sessions on racial trauma for BIPOC-identifying (approximately 65%) and white-identifying students (approximately 35%) to facilitate a community of care and respect. Thus, our presentation will support the Cardinal Principles of Community of Care, Respect, and Diversity and Inclusion. Children who are BIPOC may also develop trauma responses from experiencing ongoing acts of racism (Bryant-Davis & Ocampo, 2005; Carter, 2007; Saleem et al., 2020). The incidents are experienced as distressing violations of a person’s racial identity, sense of self, and understanding of the world (Bryant-Davis & Ocampo, 2005; Carter, 2007). Appropriately responding to trauma and resisting re-traumatization (SAMHSA, 2014) for BIPOC students necessitates that future teachers, referred to as teacher candidates, be equipped to attend to the concerns of racism-based traumatic stress and the structural conditions resulting in disproportionate exposure to traumatic situations (Alvarez, 2020; Gherardi et al., 2020; McAdoo et al., 2023). As transdisciplinary instructional and research team, we created learning modules focused on childhood trauma that explicitly infused racial trauma content, addressing teacher responses to childhood trauma/racial trauma, providing instruction on classroom and building supports for trauma-exposed students, and focusing on self-care for teachers, all of which was grounded in an equity-centered approach that builds upon students' and families’ strengths (Blitz et al., 2016). Following the content on racial trauma, we requested teacher candidates to self-select to join the next module designed for either BIPOC candidates or white candidates. We will describe the content and outcomes of those modules and consider how and where such differentiation respects and cares for BIPOC students while facilitating all students’ understandings of diversity and inclusion. We align our work with the strategic pillars of Education and Training and Climate and Infrastructure.

Presenter(s): Shelley Thomas, Shantel Crosby, Stefanie Wooten Burnett, Kathryn Tillet

Session Offerings: August 29^th 9a – 10a

#3  Inclusive teaching mindset, strategies, and challenges

This presentation will examine various strategies to implement more inclusive teaching practices and potential challenges based on the book Inclusive Teaching Strategies by Hogan and Sathy. I will define the multiple ways to think about students inclusively, especially thinking about shy and neurodivergent students. I will explain why an asset based mindset in relation to students should replace a deficit-mindset with examples from the book. I will also examine the importance of adding structure into assignments and ways that I have done so for an introductory cultural anthropology course. Additionally, I will discuss the need to explain to students why we are doing the things that we do and assigning the types of assignments we assign, which can significantly increase student engagement and learning. I will stress the significance of emphasizing that mistakes are a part of learning and ways to add more inclusive language to your syllabus. I will analyze many helpful tips and arguments that Hogan and Sathy make while also discussing the challenges in implementing inclusive teaching strategies, especially in relation to time and emotional labor. If we Care for and Respect all of our students (regardless of their position), we want to make sure that they have the resources to succeed in every class. This presentation gives faculty practical tools to make their classrooms more inclusive immediately. Hogan and Sathy (2022)'s Research shows that having a more inclusive classroom is especially important for Retaining students who have been historically marginalized and/or are different from the majority. By giving faculty specific tools to increase belonging, Diversity and Inclusion, we Educate and Train faculty to fulfill their Noble Purpose of making a difference in the classroom and in their students' lives.

Presenter(s): M. Ruth Dike

Session Offerings: August 27^th 10:15a – 11:15a; August 29^th 1:30p – 2:30p

#4  Instructors and universities supporting racial inclusion, understanding, and equity in undergraduate courses

A large body of research underscores the benefits of a diverse undergraduate student body, as well as the benefits of curriculum and instruction focused on racial inclusion and equity and the content and history of race and ethnicity in the U.S. (see Bonilla et al. 2021; Gurin et al. 2002; Denson and Chang 2009; Harper and Hurtado 2007; Penner and Ma 2023). Instructors teaching undergraduate courses play important roles in supporting racial inclusion and equity and engaging students from diverse racial backgrounds. Much research outlines the benefits of long-term, multi-pronged efforts across departments, disciplines, and courses to support curriculum and instruction advancing racial inclusion and equity (see Byrd 2017, 2021; Gast et al. 2019). However, instructors are often left with supporting racial inclusion and equity in separate departments and standalone classes. Their work as instructors must be supported with resources, coordination, and recognition. How can and do universities and university instructors support racial inclusion and equity in undergraduate courses? In this panel, we will discuss instructors’ strategies and efforts to engage in and with racial inclusion, understanding, and equity in undergraduate courses. We will also discuss possibilities for universities to increase support, collaboration, and recognition for and across instructors engaged in this work.

Presenter(s): Drs. Melanie Gast, Caroline Boswell, Hilaria Cruz, Michal Koffman, Lucian Rothe, and other faculty

Session Offerings: August 27^th 1:30p – 2:30p

#5 Supporting academic success among legal system involved scholars

The University of Louisville’s Student Opportunities for Academic and Reentry Success (SOARS) registered student organization is dedicated to providing support to students both directly and indirectly impacted by the criminal legal system. SOARS is an exemplary model of our commitment to creating a Community of Care by addressing the unique challenges faced by these students, fostering an environment of inclusivity, respect, and support. SOARS assists reentry students in overcoming academic, social, and economic barriers through tailored programs and resources, including mentorship and peer support networks. These initiatives align with several of the University’s Cardinal Principles, particularly Diversity and Inclusion, Respect, and Accountability. By recognizing and addressing the distinct needs of reentry students, SOARS celebrate the diversity of life experiences and perspectives, ensuring that all students feel valued and included within the Cardinal community. This presentation will demonstrate how SOARS embodies the principle of Respect by upholding the dignity and humanity of reentry students, promoting an environment where differing perspectives are respected and valued. It will also highlight the organization's commitment to Accountability, as SOARS continuously evaluates and adapts its programs to meet the evolving needs of its members, ensuring promises are kept and goals are met. Furthermore, SOARS supports the University’s strategic pillars, particularly in Education & Training and Recruitment & Retention. By offering targeted educational programs and fostering a supportive community, SOARS enhances reentry students' academic success and retention rates. The organization’s efforts in building strategic partnerships with local community organizations also play a crucial role in facilitating the transition and integration of reentry students into the university environment. SOARS advances the academic and personal success of students impacted by the criminal legal system and strengthens the University of Louisville’s mission to be a compassionate, inclusive, and responsive institution.

Presenter(s): Daniel Bullman

Session Offerings: August 29th 4p – 5p; August 30^th 4p – 5p

#6  Empowering institutional change: Harnessing the power of storytelling in grant writing for equity and trust in higher education

James will share what funders look for in evidence-based interventions and what commitments universities can leverage to support DEI and institutional change to be competitive. The presentation will provide tips and strategies for aligning with the foundation’s priorities. James will present case studies of DEI-related grant-funded projects he worked on developing that focused on institutional change in higher education. The session will explore the preliminary work and storytelling “ingredients” needed to be competitive on the national stage for DEI plans from major equity-focused foundations and the Federal Government. As confidence in higher education has dropped, the session will explore the actors contributing to mistrust through damaging narratives and how storytelling in grant writing can create a framework for equity and counter mistrust in higher education. The session will focus on funders working in equity, the media ecosystem related to DEI, and developing effective message approaches to advance equity in higher education. It will also explore new polling research and narratives about DEI efforts. How do we talk about equity in an authentic way that drives meaningful change today and can disrupt damaging narratives? Focusing on finding funding opportunities, James will discuss wealth, power, and philanthropy and how new venture capitalist billionaires are giving it all away in their lives to create systemic change, which changes the future of grantmaking from foundations. James will provide insight into this wealth class, where they are transferring their money and seeking to fund in the $50M-$100M+ grant ranges, which is focused on equity. The session relates to the Cardinal Principles of Accountability, Diversity and Inclusion, Noble Purpose, Agility, and Leadership through strategies to drive institutional change toward DEI. The session relates to the UofL Institutional Equity Strategic Priorities through the potential for grant projects that can focus on all areas of equity.

Presenter(s): James Orlick

Session Offerings: August 27^th 10:30a – 12p; August 29^th 10:30a – 12p

#7  Asian-ness in DEI spaces: A possible impossibility

This workshop seeks to address the question “What about the Asians?” in diversity, equity, and inclusion (DEI) spaces. By examining the label “AAPI”, participants will get a perspective about the complexities of the label’s issues on a micro and macroscale level. Topics will include examining what Asian issues really look like, challenging current racial paradigms, and promoting solidarity. Through this educational lecture, audience members will have the tools to better learn how to handle “Asian-ness” on UofL’s campus, as well as encourage future leaders to think more holistically about DEI discussions.

Presenter(s): Annabelle Vuong (King)

Session Offerings: August 26^th 1:30p – 2:30p, 8/27^th 12p – 1p

#8  Disability advocacy 101

This session takes you through some of the basics of being an advocate for individuals with disabilities. Participants will learn about the Disability Resource Center (DRC), get an overview of the concept of disability, learn more about the experiences of individuals with disabilities, and be able to recognize and reduce barriers for individuals with disabilities on campus and in the community. This educational training will support the inclusion of individuals with disabilities within our community and help us be a community of care.

Presenter(s): Brian Holahan

Session Offerings: August 27^th 9a – 10a

#9  Becoming inclusive leaders: How embedding DEI and growth mindset drives change

The landscape of leadership is changing, and that means different expectations for how we work in teams and drive results. What does it mean to be an inclusive leader in today's workplace? How does inclusive leadership prepare us for the challenges of tomorrow? And how can we use inclusive leadership to not only unlock talent in our team members and in ourselves, but also drive positive business results and success? This session will explore examples and data supporting the business case for inclusive leadership and how incorporating a DEI and growth mindset lens has proven to help teams and leaders to perform better. We will identify how each Cardinal Principal ties into inclusive leadership and the importance of following through with Cardinal Principals through action and accountability, and approaching the workplace as a community. We will also explore psychological safety and discuss examples of common existing barriers in the workplace that can be better addressed through an inclusive leadership approach. Attendees will have an opportunity to identify their strengths and room for growth as inclusive leaders. Attendees will also be provided with an Action Plan Sheet to identify workplace barriers in their own workplace, identify actionable steps they can take today to start practicing inclusive leadership, and identify measurable goals to address long-term steps to create positive changes in their workplace community. This workshop will touch the following strategic pillars: Education and Training, Climate & Infrastructure, Leadership Support & Development.

Presenter(s): Yvonne Jones and Nicole Kaforski

Session Offerings: August 28^th 11:30a – 12:30p; August 29^th 10:30a – 11:30a

#10  A children’s book can do that? Fostering belonging and advancing equity in an undergraduate course

For the last three semesters I have been able to teach a course through CEHD called, Children’s Literature. This course is designated as an AHD1 Cardinal Core diversity class, meaning that students throughout the various schools in the university can take this course to fulfill the US Diversity requirement. The philosophy behind the Cardinal Core program is stated as, “Regardless of where we live, our sexual identity, race, ethnicity, gender, religion, language, nationality, social class or any other differences, we share a common humanity” (https://louisville.edu/provost/ger). Importantly, this guiding principle is one that should drive the outcomes of the course, specifically drawing connections not just to education and how children’s literature can be used in the classroom, but to the importance of multicultural children’s literature to society at large. This presentation will address how I go about developing criticality in my undergraduate students through the three frameworks that inform my teaching choices: fostering critical literacy in students, equity and accessibility, and cultivation of community capital. In addition, this presentation will focus on accountability, (Cardinal Core principle A), respect for all individuals (Cardinal Core principle R), and noble purpose (Cardinal Core principle N), as well as the strategic pillars of education and training and research and scholarship. Paris’s (2012) concept of culturally sustaining pedagogy which seeks to “perpetuate and foster–sustain–linguistic, literate, and cultural pluralism as part of the democratic project of schooling” (p. 95) undergird my research and teaching methods.

Presenter(s): Melissa Zipper

Session Offerings: August 26^th 10:30a – 11:30a; August 30^th 10:15a – 11:15a

#11  Introduction to LGBTQ+ affirming care

In this interactive presentation, participants will be given an introduction to LGBTQ+ health affirming care. This presentation will increase awareness and knowledge of LGBTQ+ identities and common health disparities amongst LGBTQ+ populations. Lastly, participants will learn how to apply evidence-based, best practices of affirming care to LGBTQ+ patients. This presentation falls under the strategic pillars of education & training AND climate & infrastructure. Also, this presentation supports the following Cardinal Principles: Community of Care, Respect, and Diversity and Inclusion.

Presenter(s): Lisa Gunterman and Aaron Weathers

Session Offerings: August 26^th 12p – 1:30p; August 29^th 1p – 2p

#12  Is this my safe space? An understanding of safety through a Black lens

Is This My Safe Space?: An Understanding of Safety through A Black Lens will explore a completed Master's Thesis, focusing on safe spaces for Black academics titled, Safe Spaces Across Curriculums and Fields: A Discussion and Critique of Safe Spaces According to Black Bodies within Academic Settings. The session will focus on the conversation around the concept of safety, particularly within academic environments, offering personal recommendations and insights alongside perspectives from current scholars in Education, Psychology, and Writing Center Studies. The discussion will highlight efforts of creating and implementing safe spaces in educational settings and include guidance on forming a Readers Club/Circle for academics and individuals interested in anti-racism pedagogy, writing center pedagogy, social justice, and DEI, featuring suggested readings. 

Presenter(s): Rebekah Crosson

Session Offerings: August 28^th 9a – 10a

#13  Building community among AAPI employees at UofL

The Asian, Asian American, and Pacific Islander Faculty and Staff Association (AAPI FSA) was founded at the end of 2021. This presentation explains who we are and what we do as an organization, particularly the activities and initiatives we have taken to foster community and contribute to the UofL's strategic pillars, including Education & Training, Climate & Infrastructure, and Recruitment & Retention. 

Presenter(s): Jianhua (Andrew) Zhao

Session Offerings: August 26^th 9a – 10a; August 28^th 10:15a – 11:15a

#14  Beyond the buzzword: Bringing belonging to life in your work with students

There is no question that belonging is a hot buzzword in higher education right now. Rightly so, as fostering a sense of social and academic belonging can enhance student success across the dimensions of their undergraduate experience. Many faculty and staff hear the term belonging and realize its importance, and yet struggle to make this concept authentic. This workshop is based on recent research and will uncover three things that every faculty and staff member can do in their everyday work with students to make the belonging concept come alive. In this interactive workshop, I will focus on one concept: belonging. I will explain why social and academic belonging is so important for our students and give them 3 things they can do to enhance it: 1) talk with students about how difficult academic transitions are and normalize worries and struggles; 2) ensure students are exposed to positive and diverse role models in our disciplines; and 3) foster a growth mindset in how we communicate and are “present” to students in the various stages of the semester. Belonging is well known in the literature across disciplines as a fundamental need of human beings. Feeling a sense of stable relationships, personal involvement in one’s environment, and the freedom to be authentic and accepted, are just some of the dimensions of “belonging” as defined across psychology, mental health and other fields. In educational settings, a lack of belonging can impact students’ engagement, attendance, grades, motivation and achievement— and even life success. When we can give faculty and staff on our campus a very clear conceptual understanding of the importance of “belonging” and the moves they can make in and outside of the classroom to enhance belonging with students, then everyone wins. This workshop supports the Cardinal Principle of Diversity and Inclusion and the Strategic Pillar of Education and Training by focusing on a concept that is about inclusivity and setting a tone of welcoming and support for all students. 

Presenter(s): Patty Payette

Session Offerings: August 28^th10:30a – 11:30a,  12p – 1p; August 29^th 10:30a – 11:30a, 12p – 1p

#15  The power of students: Leveraging student voices for action and advocacy 

This session should particularly benefit students who are engaged with and participate in social movements on their campuses, in their communities, and across the country. Student activism has grown over the last decade and campuses and administrators have struggled to address the shifting needs of students, dialogue with student leaders, and engage in practices of shared governance. Conversely, student leaders have struggled knowing what they can and cannot do as acts of civil disobedience, understanding the bureaucracies of the higher education, and know how, when and where to leverage the student voice in creating change on campus. This session will explore student lead movements, legal frameworks that shape demonstrations on campuses, and the operations and functions of people and structures within higher education institutions. Additionally, we will explore social movements led by students across various campuses and the impact that has had on higher education across the country. Students and staff member should leave this session with a toolkit of how to approach and navigate student demonstrations on campus.

Presenter(s): Quanta Taylor and Marian R. Vasser

Session Offerings: August 27^th 4:30p – 6p; August 30^th 12p – 1:30p

#16  Leaning into curiosity: Palestine and Israel edition

This session explores the transformative power of curiosity in understanding and addressing the complex and often contentious issues surrounding Israel and Palestine. This session examines how fostering a mindset of curiosity can open pathways to empathy, dialogue, and innovative solutions. Through the lens of historical context, current events, and personal narratives, it highlights the importance of listening, questioning, and seeking to understand diverse perspectives. This session provides practical approaches for educators, activists, and policymakers to encourage curiosity-driven learning and engagement. By promoting curiosity as a tool for conflict resolution and peacebuilding, this session aims to contribute to a more nuanced and compassionate discourse on Palestine and Israel. Leaning into curiosity not only deepens understanding but also paves the way for more constructive and inclusive interactions.

Presenter(s): Facilitated dialogue

Session Offerings: Date and time TBA

#17  UofL local justice with international students, state/national level justice rhetoric, and institutional neutrality: An international student’s experience at GSC

On April 29th, 2024, UofL GSC (Graduate Student Council) called for an emergency meeting and held an online election for 4 executive committee positions. 8 graduate students nominated themselves to compete in the election—5 were international students and 3 were US domestic students. After a vote by GSC representatives (fewer than 50 students), all 3 US students were elected and only 1 international student was elected to the Senator Proxy position. Thus, an active GSC Executive Committee composed of 6 US domestic students is formed for the coming 2024-2025 year. Above is a scene to show how international students are interested in being included in a US university student governing body, but there resides a distrust of international student identities and the vote results reveal such exclusion tension. Based on my experience as the Director of Finance at the GSC board in 2023-24, in this presentation, I will address several cases to illustrate how international student voices were neglected, how international student identity was distrusted, and how the international student community was commodified as university asset, while the UofL institution is performative and play neutrality when international students experience local injustice. In particular, the neutrality of the UofL institution is even more evident when the local injustice when the opposing parties in the local injustice cases involve international students and US marginalized identities. In this presentation, I will address the following topics: (1) What kind of Equity and Inclusive leadership does UofL need? Is someone who knows well how to be performative with the DEI tags and slogans good enough? What about if they are visible because they know how to play with the fashion? (2) UofL should pay attention to local justice, especially when it is less visible to the national/state level justice projects. (3) A response to UofL performative staff/admins: Do your job sincerely! 

Presenter(s): Yuan Zhao

Session Offerings: August 27^th 10:30a – 11a

#18  Harnessing data for impact: Using the course equity grade dashboard

In this session, representatives from the Delphi Center for Teaching & Learning, the Office of Academic Planning & Accountability (OAPA), and Faculty Affairs will facilitate an introduction to data within the UofL Course Grade Equity dashboard. Facilitators will introduce an initiative to support departments in harnessing this course outcome data for impact to address any inequities identified within key student success courses. Because of the specific subpopulations under discussion, the session will focus on undergraduate courses and is recommended for undergraduate program leadership. The session is designed to introduce a proposed larger multi-year initiative that will 1) provide opportunities that help faculty access and harness data to better understand who their students are and why some are struggling or underperforming in their courses, and 2) provide institutional stakeholders with the resources and support they need to design, implement, and measure the impact of evidence-based interventions that are responsive to these data. The initiative is designed to promote the university’s goals of advancing success and equity in course grades and student persistence to completion at UofL. Proposed resources for faculty include facilitated Departmental Action Teams, participation in the Equity Champions program, and engagement with the Delphi Center's new credentialing program on course design and teaching. The initiative directly supports the Cardinal Principle of ‘noble purpose’ by equipping faculty with tools and support to effectively address inequities faced by strategic student populations (e.g., first generation, underrepresented minoritized students, Pell-eligible, etc.) in undergraduate courses identified as being essential to student success, often gateway courses that prepare students for advanced coursework within a program.

Concurrently, the initiative supports the Institutional Equity Strategic Pillar of ‘recruitment and retention’ by providing faculty with strategies and resources that will allow them to effectively identify and address structural barriers to student success, retention, and progression within the program.

Presenter(s): Il Barrow, Caroline Boswell, Whitney Sweeney-Martin,  Krista Ackermann Young

Session Offerings: August 26^th 10:30a – 12p; August 29^th 12p – 1:30p

#19  The collective: A libraries initiative for inclusive research and scholarship

Established in 2021, The Collective aims to uplift BIPOC (Black, Indigenous, People of Color) faculty and staff by highlighting their research and providing open-access to BIPOC-produced scholarship through the University of Louisville’s institutional repository, ThinkIR. By featuring this collection, UofL Libraries hopes to encourage scholars of all disciplines to intentionally seek out the research and scholarship of their colleagues of color. The Collective facilitates the practice of inclusive citation. It aims to be a resource for those seeking research and scholarship produced by the often underrepresented in academia. In this 1-hour interactive presentation, we will discuss The Collective and how it upholds the Cardinal Principles of Diversity & Inclusion and Integrity and Transparency. Attendees are invited to engage with us. This session will invite participants to share their ideas for how The Collective may better align with the Research & Scholarship strategic pillar and include an opportunity for those interested to complete the ThinkIR intake form during the session. https://ir.library.louisville.edu/ https://ir.library.louisville.edu/collective/

Presenter(s): Il Barrow, Caroline Boswell, Whitney Sweeney-Martin,  Krista Ackermann Young

Session Offerings: August 27^th 3p – 4p; August 29^th 10:15a – 11:15a; August 29^th 2:30p – 3:30p

#20  The research, policy, and practice interface: Reflections on using applied social research to promote health equity in Louisville, KY 

In the heart of Louisville, Kentucky, lies a tale of stark contrasts - a region with approximately 121,000 individuals and 50,000 families living in zip codes 40210, 40211, and 40212. This area, a product of the Homeowners Loan Corporation's redlining policies from 1931 to 1951, has been plagued by persistent health inequities, with the lowest educational attainment, median earnings, life expectancy, and highest childhood poverty rates in the state. The 2017 Health Equity Report by the Louisville Metro Department of Public Health and Wellness painted a grim picture of the region's vulnerability. In response, Compassion Clinic, a student-run initiative at the University of Louisville’s Health Sciences Center, has dedicated itself to bridging the health gap through evidence-based research and community engagement. Under the mentorship and population ingress from Dr. Karen Krigger, students Danial A. Malik, Kaitlyn Abel, and Sydney Travers have spearheaded a longitudinal study to understand the complex relationships between socioeconomic status, health outcomes, and access to resources. Our research reveals that despite the significant disparities between neighborhoods, similar populations share common needs and aspirations. We propose that by acknowledging these shared experiences, we can develop more effective interventions that address the intergenerational barriers perpetuating health inequities in West Louisville. Through our presentation, we will showcase our innovative approach to social and behavioral research, highlighting novel methods for collecting and analyzing data to inform targeted solutions. By illuminating the complexities of health inequities in Louisville, we aim to inspire a city-wide movement towards more inclusive and equitable healthcare systems. We hope through this presentation we can showcase the importance of education, training, recruitment, retention, research, and scholarship taking place within the community, University of Louisville, and Compassion Clinic in a collaborative, inclusive, and diverse approach to addressing and problem-solving how we can achieve a Healthier Louisville.

Presenter(s): Kaitlyn Abel, Karen Krigger, Danial Arsalan Malik, Sydney Travers, Craig Ziegler

Session Offerings: August 27^th 4:30p – 6p

#21  Implementing from the middle: Department chairs’ multiple roles in advancing diversity, equity, inclusion, and belonging

This panel discussion among chairs will cover what we see as our responsibilities and opportunities as chairs of departments in the College of Arts and Sciences at UofL to further the success of our faculty, staff, and students in ways that ensures our commitment to affirming diversity, equity, inclusion, and belonging. We will discuss how we navigate tensions that emerge within different levels of our institution in which we interact and as a result of external pressures to retreat from practices that are essential to our core mission as a public institution of higher education to maintain excellence in research, teaching, and service. We will each respond to a set of questions about our specific contexts (ie. discipline specific, department practices, success/challenges) and then have an open discussion about the unique opportunities and challenges department chairs have to impact all the Cardinal Principles and all of the strategic pillars. The panel consists of chairs who bring a variety of experience and expertise, represent different disciplinary practices, and therefore promises a lively, constructive, and interactive discussion. Our hope is that the audience will learn more about the important roles of department chairs, the work we do to support faculty, staff, and students in the College of Arts and Sciences in achieving excellence, and why we believe we have a responsibility to center diversity, equity, inclusion, and belonging in our department policies, culture, and practice. 

Presenter(s): Pamela Beattie, Lauren Heberle, Michael Brandon McCormack, Shona Tucker, Kandi Walker

Session Offerings: August 30^th 11:30a – 12:30p

#22  Making a place a us: Establishing employee resource groups at UofL Health as an inclusionary practice

Employee Resource Groups (ERGs) are pivotal in fostering inclusive and equitable workplaces by providing opportunities and spaces for minoritized and underserved employees to connect, advocate, and contribute to organizational goals. ERGs not only support individual and group development and belonging but also serve as strategic assets in enhancing recruitment, retention, and overall diversity and inclusion efforts within organizations. This presentation will explore how ERGs as best positioned to create inclusive and equitable workplaces by delving into how UofL Health recently established its Employee Resource Groups to support: Recruitment: Attracting diverse talent by showcasing an inclusive organizational culture and supportive community. Retention: Enhancing employee engagement, satisfaction, and organizational trustworthiness by providing a sense of belonging and opportunities for professional growth. Diversity and Inclusion: Developing and promoting organizational diversity initiatives through ERGs that magnify diverse voices, promote cultural awareness, and drive systematic change. This session will feature empirical evidence and case studies demonstrating the impact of ERGs across various industries, highlighting measurable outcomes such as increased employee productivity, reduced turnover, and improved organizational reputation. Practical strategies from UofL Health will be presented and discussed on establishing, sustaining, and leveraging ERGs while addressing challenges in establishing new ERGs to impact diversity and inclusion frameworks effectively. The session will encourage interactive dialogue, allowing participants to share experiences, ask questions, and collaborate on effective ERG practices. By exploring ERGs as effective tools for creating inclusive and equitable workplaces, this session aims to empower attendees with actionable strategies and evidence-based insights to drive positive organizational change. Participants will leave equipped to utilize ERGs’ full potential in enhancing recruitment, retention, and diversity and inclusion efforts, ultimately advancing their institution’s commitment to inclusive excellence.

Presenter(s): Brittney Miles and Ishwanzya Rivers

Session Offerings: August 29^th 12p – 1p; August 30^th 5p – 6p

#23  Empowering civic engagement across campus: A collaborative approach

This presentation aims to mobilize and empower systemically marginalized students, staff, and faculty at the University of Louisville through a voter registration drive hosted by the Kent School of Social Work and Family Science on National Voter Registration Day (September 17). Our approach integrates voter registration into social work education and practice, fostering civic engagement and social justice within our academic community. In partnership with the non-profit organization Vot-ER, this initiative seeks to overcome barriers to voter registration, promoting political representation and access to resources for all marginalized groups on campus. By leveraging technology and expressive techniques such as storytelling and personal narratives, we connect individuals' experiences with the collective action of voting, emphasizing its impact on community well-being and social justice. This initiative aligns with the Cardinal Principles of pursuing excellence, inclusivity, and accountability, and supports the strategic pillars of Education & Training, Recruitment & Retention, Research & Scholarship, and Strategic Partnership. By empowering the campus community to engage in advocacy and policy change, this initiative underscores the ethical obligation of social workers to facilitate equitable access to political processes and foster an inclusive, welcoming environment for all.

Presenter(s): Emi Ramirez

Session Offerings: August 27^th 1p – 2p

#24  Faculty and student collaboration in community-engaged research projects

The Anne Braden Institute for Social Justice Research has been able to support several faculty-led and community-engaged research projects involving valuable undergraduate and graduate student researchers. In effort to encourage and model students and faculty research collaborations, the Anne Braden Institute will curate a panel of select students and faculty who have collaborated on past community-engaged research projects including Uncovering Racial Logics: Louisville's History of Racial Oppression and Activism, A History of Policing in Louisville: A Fact-Finding Report on Institutional Harms, and Uncovering Louisville's Anti-Apartheid History. While delving into the origins, successes, and challenges of the student-faculty research collaborations, panelists will speak to research integrity, values, and truth-telling involved in each community engaged research project. As an urban research university, our faculty and students are responsible for creating, disseminating and applying knowledge exposing institutional and community harm as well as motivation. The goal of this panel is to create a space to model research-integrity, community care, and collaborative social justice research opportunities. Keywords: Research, Scholarship, Education, Training, Community engagement, Partnership models.

Presenter(s): Angela Storey, Deme Wharton, and panelists

Session Offerings: August 26^th 4:30p – 5:30p

#25  DEI in conference design: Exploring strategies and challenges for promoting diverse, equitable, inclusive and accessible conferencing

A site of gatekeeping, academic conferences are racist, classist, and oppressive in design: from judgments about what research is appropriate to assumptions made about accessibility; from microaggressions during hallway interactions to the cost of attendance and lack of childcare options (e.g., Craig and Perryman-Clark; McGee and Kazembe; Tuck). With the 2024 Watson Conference on Rhetoric and Composition, organizers and presenters sought to advance the arduous process of rewriting these realities. This presentation, targeting current and future conference organizers, applies the Cardinal Principle of Diversity and Inclusion and the Strategic Pillars of Education & Training and Climate and Infrastructure to discuss efforts to foster an inclusive and accessible conference space at Watson 2024. Speaker 1 will discuss exigences for the 2024 conference, including alienation created by recent pandemics and reduced conference travel due to budget cuts and environmental costs. Additionally, amid the conference’s ongoing work uprooting anti-Black racism, we strove to embed practices that amplified the voices of Black scholars and other traditionally marginalized communities (e.g., Hubrig and Osorio; Croom; Johnston, Solomon Amorao, and Kim). Speakers 2 and 3 will outline some of our practices. Organizers provided multiple modalities for conference goers as well as methods to interact across modalities. Among other efforts, the reception was alcohol-free, a comprehensive access guide was developed, organizers implemented a sliding registration fee scale, and opportunities for reflection on our conference commitments were embedded. The speakers will then discuss successes and challenges encountered, including technological issues with hybrid formats and concerns stemming from anti-DEI legislation. Finally, they will discuss the importance of reflection and accountability as part of an ongoing process toward equity and justice. During the Q&A, where attendees will be encouraged to share their own experiences, they will distribute a resource list to support attendees’ own conference planning.

Presenter(s): Shayani Almeida, Andrea Olinger, Steve Shoop

Session Offerings: August 30^th 3p – 4p

#26  Project 2025: Unpacking the conservative playbook for America’s future

This session offers an analysis of Project 2025, a pivotal initiative aimed at transforming American political and societal landscapes. By examining the underlying principles, goals, and potential impacts of this project, participants will explore how it intends to influence policy, governance, and societal norms. Through discussions and critical analysis, participants will explore the implications of this agenda for the future of American democracy and offer insights into the broader implications for political discourse and public policy. 

Presenter(s): Nicole Aghaaliandestjerdi, Sam Fowler, Trinidad Jackson, James Orlick, Ryan Simpson, Marian R. Vasser

Session Offerings: August 26^th 4p – 5:30p

#27  More than a museum: Community engagement through the Muhammad Ali Center’s educational programming

Our presentation will focus on the Muhammad Ali Center’s University and Youth Programming. Specifically, The Muhammad Ali Council of Students (MACCs), The Ali Center Entrepreneurs (ACEs), and the Muhammad Ali Center Experience for Colleges and Universities. Our programming demonstrates that the MAC contributes to the Louisville community of care by providing extracurricular, social justice focused enrichment for K-12 students, as well as through curriculum targeted for first-year college and university students. We demonstrate knowledge of culturally relevant pedagogy by integrating principles of DEI into our lessons and programming. Our presentation focuses on elements of education and training through all our programming. It also examines questions of retention through our University Programming.

Presenter(s): Allen Gazaway, Bridget V. Kearney Garret McCorkle

Session Offerings: August 29^th 11a – 12p

#28  Building high-performing and inclusive teams

Have you ever wondered why... Some groups work well together and others don't? Some groups are productive and fun to work with and others are unproductive and boring? The same person can do extremely well in one job and poorly in another? Many of the answers to questions like these are connected to people's thinking style preferences.

Presenter(s): Lee Gill

Session Offerings: August 26^th 12:30p – 1:30p

Register at the link below: