Friday, April 6, 8:30 a.m. -  4:30 p.m., TLC (N110 LC)
Saturday, April 7, 8:30 a.m. - 12:00 p.m. (N110 LC) - Licensure renewal attendees only

Registration is open! Please register online.

Hosted by the College of Education Diversity Committee.

Friday Itinerary


Times Details
8:30 - 9:30 a.m. Registration / Sign-in (Jones Commons, N300 LC)
9:00 a.m. Welcome and overview of the day
9:30 - 10:30 a.m. Breakout Session One
10:45 - 11:45 a.m. Breakout Session Two
12:00 - 1:45 p.m. Luncheon & Awards
  • Remarks - Amanda Thein, Associate Dean, College of Education (12:20)
  • Keynote - Daniel Hoffman-Zinnel, EdD, Executive Director, OneIowa (12:25)
  • Award - Phyllis Yager Diversity Teaching Award ceremony (1:00)
  • Award - Audrey Qualls Commitment to Diversity Awards (1:20)
2:00 - 3:00 p.m. Breakout Session Three
3:15 - 4:30 p.m. Film and discussion led by Leslie Locke, PhD


Breakout Sessions

Processing Discomfort: Art, Diversity, Equity, and Inclusion

Presenter: Kimberly Datchuk

Feeling uncomfortable during a difficult conversation is common; embracing the discomfort and moving past it is more challenging. In this presentation, I use the first-year seminar I taught in the fall of 2017 as a case study for how to foster a classroom environment that encourages empathy and helps students process their reactions to difficult topics, such as racism, homophobia, and sexism. I share strategies, including creating a class contract, guided small group discussions, artmaking, and journaling, that provided opportunities for students to feel a sense of agency and responsibility for the class atmosphere. The strategies also gave students specific ways to process their reactions to controversial or potentially divisive material. Using data collected throughout the semester, I share feedback about what made students feel safe sharing their opinions and having difficult conversations. Additionally, I explore how incorporating art into uncomfortable discussions can help students empathize and reflect on their own experiences, while encouraging respectful debates. Many of the artworks that I will discuss are part of the University of Iowa Museum of Art's collection, including works by Elizabeth Catlett, Glenn Ligon, Alma Thomas, and Sam Gilliam. During the presentation, I will use some of the successful strategies from the first-year seminar to model for participants how to use them in class. In addition, I will seek questions and examples from participants' own classroom experiences. As the discussion with participants will show, they can modify and apply the techniques for any grade level, subject area, or ability.

Back to Basics: Gender and Sexuality 101

Presenter: Alex Lange

The workshop seeks to better inform attendees' perceptions and knowledges of the spectrums of sexuality and gender, which are more emerging areas of competency for educators in P-20 systems. As a result of attending this workshop, participants should be able to: Define terminology related to sexual orientation, sex assigned at birth, gender identity, and gender expression, distinguish between concepts of sexual orientation, sex assigned at birth, gender identity, and gender expression; While not a learning objective, participants will also be able to clarify current knowledge sets around gender and sexuality with the presenter.

Disability = Diversity

Presenter: Erica Kaldenberg

Disability is a facet of human diversity that is often missing from many diversity conversations, yet it is essential that scholars acknowledge the disability movement has its own history and culture that should be appreciated. Furthermore, by including the facet of disability into diversity, we increase the level of insight and perspective necessary for optimal learning and remarkable innovation. The degree in which people are willing to accept disability as diversity has changed over time; however, societal acceptability of individuals with disabilities has often been contingent on a given environment or proposed setting. For instance, in the field of education, it wasn’t until the passing of PL 94-142 in 1975 that there was a legal outline recognizing the right of individuals with disabilities to receive a free public education. Despite receiving an “education,” students with disabilities have historically been restricted access to various general education settings. In the recent years, there has been a significant shift away from exclusive self-contained special education practices to the emphasis of instructional techniques that maximize the general educational programming in the K-12 setting.

Advocates and legislative initiatives are now propelling the inclusive educational movement to the collegiate level. Over the last 10 years, federal funds have continued to support transition programs for students with intellectual disabilities on college campuses. One such program is the University of Iowa REACH (Realizing Educational and Career Hopes) program, which is a two-year certificate program in the College of Education. UI REACH is one of the over 280 postsecondary programs serving this population in the U.S. It is anticipated that this number will continue to increase in the years to come. As UI REACH enters into its 10th year of programming, we ask for students, staff, and faculty to help us understand and define what it means to be a postsecondary education program.

A Cultural Adaptation of Stress Inoculation Training for African American Adolescents

Presenters: Ebonee T. Johnson, Khadidra Washington,, Jeongwoon Jeong, Shmaire Rothmiller

Stress inoculation training (SIT) has been proven efficacious and effective for adolescents including those from diverse racial/ethnic backgrounds. To enhance effectiveness of SIT, we propose expanding and refining the intervention to be more culturally responsive and engaging for African Americans (AA). Meichenbaum (1972)’s SIT involves proactive psychological preparation for future stressful encounters. SIT has strong empirical evidence improving stress, anxiety, and academic performance in adolescents (Kiselica, Baker, Thomas, & Reedy, 1994), but it has been underutilized in recent years. Due to the unique needs of AA adolescents, a culturally responsive modification to SIT based on cultural frameworks, including but not limited to awareness, advocacy, emotional support, understanding, knowledge and skills. As an example of a culturally responsive framework, the stress suppression model posits that psychological (e.g., optimism and resilience) and social (e.g. familial social support) resources have a “stress-suppressing effect” on psychological distress in AA. Other intervening variables, based on culturally responsive frameworks, such as racial socialization (Miller & MacIntosh, 1999) and culture-specific coping (i.e., cognitive/emotional debriefing, spiritualcentered coping, collective coping, and ritual coping; Utsey, Bolden, Lanier, & Williams, 2007) may also be useful in modifying SIT for AA adolescents. Previous studies (Chiu, 1992; Coleman, 2017; Meichenbaum, 1972; Schlichter & Horan, 1981; Whaley, 1992) have successfully modified SIT to be culturally engaging. In the process of modification, it will be critical to use a community-based participatory framework to engage key stakeholders, including adolescents, parents, teachers, administrators, community leaders in modifying SIT to fit the unique needs of AA adolescents living in this era of overt racism and discrimination. Assessment tools such as Strengths, Weaknesses, Opportunities, Threats (SWOT) provide a starting point for stakeholder engagement. Thus, developing a culturally responsive SIT model will meet and advance the needs of racial/ethnic minorities, including AA adolescents.

Responding to cultural diversity: understanding and promoting parental involvement in education among diverse social groups.

Presenters: Carlaz Gonzalez, Diana Galvez, Ain Grooms

Parental involvement in education is a crucial factor for students’ academic achievement (Fan & Chen, 2001; McCarron & Inkelas, 2006; Wilder, 2014) and a promising area of action to enhance equal educational opportunities for students from different socioeconomic and cultural backgrounds. Parental involvement refers to the extent to which parents assist their kids in educational activities at home, attend voluntary activities at school and participate in Parent Teacher Associations -PTAs-(Grolnick, Kurowski, Dunlap, & Hevey, 2000). This presentation will focus on the important role that schools and teachers can play in connecting with parents and in fostering equal opportunities for parental involvement among diverse social groups. Patterns of parental involvement vary across diverse cultural groups and, usually, families from low socioeconomic backgrounds and from minoritized social groups face more barriers to translate their parental involvement in educational outcomes for their kids (Desimone, 1999). This presentation provides educational leaders with a new perspective that challenges traditional views of parental participation as the result of individual or cultural preferences. Participants will develop an awareness of cultural, institutional and structural factors that mediate possibilities for parental involvement at school. We will include the next major themes:

  1. Models in parental involvement and their impact in school practices.
  2. Variations and strengths in patterns of parental involvement among families from diverse cultural groups.
  3. Institutional and structural factors that impact parental involvement.
  4. School practices and strategies that are likely to foster connectivity, trust and partnership with parents from diverse cultural groups.


A Timeline History of Inequality in the US

Presenters: Leslie Locke, PhD., and Elizabeth Getachew

This presentation will use a timeline of the US, from 1607 to 2018, to illustrate legislation, policies, and practices that had facilitated and exacerbated inequality for individuals in the US. Particular attention will be paid to education policy and how it has impacted the educational outcomes we see today. The timeline will point out particular legislation, policies, and practices that have worked to disenfranchise diverse groups. This information will assist educators to the next step in cultural competence and gaining a better understanding of diversity in and outside of the classroom.

Critical Moments: Navigating Unexpected and Emotional Interactions in the Classroom

Presenter: Pamela Wesely

Every teacher has the story of that one moment in the classroom that felt heated, or crucial, or somehow critical. Often, these moments are outside of the curriculum or the plan, and they require quick thinking and quick response, sometimes in a way that seems haphazard or confusing. These moments can be instigated by events within your classroom or events within school, local, national, or international news. In reflecting on these moments, we often relive and consider what we did, what we could have done, or what we should have done; it replays in our minds, and sometimes is a source of regret.

In this session, we are going to discuss these moments, which we term critical moments, and identify ways to prepare for and respond to them when they occur. We will start the session with some important definitions, then move to some anticipatory and responsive approaches. Participants will be encouraged to share their own experiences with critical moments. Finally, we will offer some sample scenarios and prompts for participants to consider and think through.

Saturday Itinerary - License Renewal attendees only


Times Details
8:30 a.m. Sign in (Coffee and juice will be provided)
9:00 - 9:30 a.m. Social Justice Work in the Community (Lucy Barker, Houses into Homes)
9:30 - 11:00 a.m. Facilitating Peace & Dialogue Circles
11:00 - 11:15 a.m. Break
11:15 a.m. - 12:00 p.m. Wrap up and Reflections (Jason Harshman, College of Education)

Saturday Session

Social Justice Work in the Community

Restorative justice is a different approach to school community, classroom climate, discipline, and student accountability. It is based on the premise that everyone matters and is a valued member of the community. Restorative practices have been shown to improve school climate, including calmer classrooms and improved teacher-student relationships, and to reduce misbehavior, office referrals, and suspensions. Instead of asking who is to blame and what punishment should be used, restorative practices ask these questions:

  • What happened?
  • Who was harmed and affected?
  • What needs to be done to make things right?
  • How can people behave differently in the future?

Circles are an important restorative practice and can be used to build relationships and community as well as to resolve conflicts and repair harm. In this session there will be a brief presentation about ways in which we are working with the community towards equity and social justice. Following the presentation, participants will get to experience the circle process.