The Social Justice Education Initiative has a two-tiered structure for standard workshop delivery.

SJEI Tier One Standard Workshops

SJEI Platform Curricula: Session One

This is the introductory SJEI Session. A glossary is introduced and discussed, and we explore little-known Oregon history in a way that helps clarify our peculiar current context and surfaces dominant culture. Once we know more about how we got “here”, and what “here” looks like from multiple perspectives, we look at who we are and how that all fits together. Identity is explored as a social construct that, among other things, creates power hierarchies and is also intersectional and very complicated. Participants are asked to reflect on how this information changes what they think, believe, or feel, and what they might do differently in their work to ensure inclusive excellence.

Session One Learning Objectives:

  1. Apply a vocabulary of basic terms in common with other participants.
  2. Recognize how history relates to the current context of Oregon and OSU.
  3. Describe some of your own social identities.
  4. Recognize that your OSU community is comprised of diverse and intersecting social identities.
  5. Understand that a dominant culture exists, even if it is invisible to you.

SJEI Platform Curricula: Session Two

In the second session of the platform curricula, we focus on some of the specific ways discrimination and bias appear, explore important conceptual frameworks and neuroscience research that greatly influence how we both see and interact with the world around us. Cross-cultural communication is considered, and some practical strategies are discussed. An important conceptual framework is introduced for reflecting on and communicating our relationship to comfort, risk, and danger. Microaggressions are defined and their context explained, and the essentials of current research in implicit bias are reviewed.

Session Two Learning Objectives:

  1. Identify concepts and vocabulary that can support effective communication with colleagues
  2. Describe how dominant culture is normalized, creating exclusion
  3. Acknowledge the existence and impact of one’s own implicit bias and apply mitigation strategies
  4. Explain what a microaggression is and why they occur
  5. Recognize basic intercultural communication skills: humility, empathy, self-awareness, respect for multiple viewpoints, and a willingness to engage

SJEI Tier Two Standard Workshops

Creating Equitable Teaching & Learning Environments (CETLE)

What constitutes an equitable teaching and learning environment, and why are they so critical to equalizing student success? Why do various students experience the same classes so differently? How does who we are impact the ways we teach and learn? Join the director of the Social Justice Education Initiative for this interactive and engaging workshop to explore these critical questions and others you may have.

CETLE Learning Objectives

  1. Recognize the connection between who we are and how we teach and learn
  2. Identify who is advantaged by equitable teaching and learning environments and why
  3. Describe an equitable teaching and learning environment

Tools & Practice for Creating Equitable Teaching & Learning Environments (TPETLE)

This session is for teaching faculty who have completed the SJEI Creating Equitable Teaching and Learning Environments (CETLE) workshop. In this session, we will look more explicitly at ways that we can set up and run a teaching and learning environment for best student outcomes. We will explore specific ways that bias shows up in the classroom and practice interrupting and re-directing, and also the role of identity in classroom/lab/field experience.

TPETLE Learning Objectives

  1. Produce an effective syllabus for managing educational environments
  2. Understand the connection between who we are and how we teach and learn
  3. Demonstrated efficacy in responding to inappropriate behavior

Microaggressions Part 2:

Once we understand what micro-aggressions are and start recognizing them all around us, what do we do about it? In this interactive workshop, we'll practice interrupting and re-framing micro-aggressions as learning moments. We will also explore navigating the nuances of culture, context, and personality and how they influence our intent and impact. 

Microaggressions Part 2 Learning Objectives

  1. Recognize the connection between power and micro aggressions that derives from implicit assumptions of superiority and inferiority
  2. Demonstrate self-awareness for identifying micro aggressions
  3. Demonstrate increased skill for interrupting and questioning/clarifying micro aggressions

Looking Back in Order to Move Forward: An Oregon Historical Timeline (LBOMF)

This very interactive workshop helps us better understand our world today by exploring our shared past. Utilizing a fact-checked, Oregon-based timeline spanning 14,000 years, we will surface aspects of history that provide a different narrative from what many of us took away from our formal educations. Whether you are super informed about history or not at all, this workshop will have something valuable to offer you. 

LBOMF Learning Objectives

  1. Describe the over-arching racial themes in Oregon’s history
  2. Recognize some ways these themes are evidenced today