Creating Inclusive Classroom Environments Part II
Wednesday, February 8, 2023
To view the presentation, please click here.
Recognizing Microaggressions Through Case Studies: Improve Your Workplace & Interactions with Colleagues and Students
Tuesday, January 17, 2023
2:00 - 3:30 PM
No campus is immune to microaggressions, implicit bias, and other exclusionary incidents. However, most campuses hold vision, mission and campus community statements that include the importance of diversity, inclusion and social justice. As campuses continue to become more and more diverse, the disconnect between the aspirations of a university community and the experiences of its students, staff and faculty are even more palpable. It is more important than ever that all university staff and faculty understand key diversity and inclusion concepts, explore their own identities and biases, and develop strategies on how to both intervene during exclusionary situations and identify opportunities for strategic university change toward inclusion.
Join our expert presenter and colleagues from across the U.S. on January 17, 2023 and engage in an interactive case study online training experience that will allow for real time participation to engage with the presenter and others. Case studies will include interactions with students, faculty, and staff to understand the nuances between constituents on campus.
You will learn key concepts in diversity and inclusion work, have opportunities for self-reflection, and gain strategies useful for all campus members when addressing and intervening in moments of exclusion, bias and microaggressions.
- Engage in case studies to create “in the moment” strategies to address bias and microaggressions as they unfold – intervene in meaningful ways within your sphere of influence.
- Develop a deeper understanding of microaggressions, microaffirmations and microresistance on campus – foster an environment of equity and belonging by considering and implementing proactive, reactive, and restorative practices to address them.
- Explore personal, cultural and organizational barriers to addressing and intervening during moments of bias and microaggressions – recognize how these barriers play a role in your biases and develop strategies to disrupt unconscious bias.
- Improve the workplace culture and campus environment for everyone – limit misunderstandings, conflict and emotional strain within relationships and interactions to improve everyone’s overall workplace satisfaction, sense of belonging and feelings of personal value to your department and your institution.
Naomi Sigg is the Vice President for Diversity, Equity, and Inclusion at John Carroll university and plays a major role in the development of DEI and campus climate initiatives on campus. In her role, she oversees the Division of Diversity, Equity, and Inclusion which includes the Center for Student Diversity and Inclusion, Title IX, and the Student Accessibility Services. Naomi is a certified Green Dot Facilitator, Sustained Dialogue Moderator, and holds a Certificate in Diversity, Equity, and Inclusion in the Workplace.
How Health Profession Educators Can Take Action Against Harmful Bias and Discrimination in Clinical Learning Environments
Wednesday, October 26, 2022
To view the presentation, please click here.
Creating Inclusive Classroom Environments: Address Implicit Bias, Microaggressions and Exclusion for Improved Discussion and Academic Success
Tuesday, September 20, 2023
2:00 - 3:30 PM
Classroom environments and instructional styles may unintentionally be demonstrating bias or reinforcing microaggressions. Without a clear and direct plan for creating inclusive classroom and learning environments, students may feel a lack of connection due to feelings of exclusion or othering. This can lead to disengagement from course content and activities that are not relevant to diverse populations and increased feelings of marginalization.
Join us on September 20, 2022 when our expert presenter – Farzana Nayani, a recognized Diversity, Equity, and Inclusion specialist, executive coach, and keynote speaker – will help those who are teaching avoid unintentionally creating classroom environments that exhibit bias and microaggressions, leading to frustration and a lack of effective learning. She will provide reflection activities to unpack biases that you may have in the classroom setting, question prompts to foster dialogue and reflection, and vivid examples of how this appears at higher education institutions.
Take a closer look at:
- Recognizing your own implicit bias and its impact on others
- Identifying and interrupting microaggressions
- Reviewing classroom policies, course material, and instructional methods to minimize microaggressions and bias
- Implementing proactive strategies that continually foster an inclusive classroom environment
- Providing opportunities for a variety of perspectives and voices in the classroom
You will be able to develop personalized strategies that work for you and your educational environment, as well as to incorporate perspective-taking and an intersectional lens into addressing this topic.
Gain actionable takeaways, so you can:
- Gain a deeper understanding of implicit bias and microaggressions in the classroom setting – avoid unintentionally creating frustration, disengagement and marginalization in your teaching methods and learning activities.
- Develop an awareness of how to reduce implicit bias and microaggressions that impact the classroom environment – avoid mismanaged conversations that often result in unresolved issues, misunderstanding, and simmering conflict that undermine learning outcomes and campus-wide goals to create inclusive campus environments.
- Developing a process for planning inclusive classroom practices and strategies – avoid instructional styles and dialogues that may be unintentionally demonstrating bias or reenforcing microaggressions.
- Cultivate a self-reflection practice to support building a sustainable inclusive classroom environment – conduct a regular audit of educational materials through personalized strategies that work for you and your educational environment.
- Recognize when a classroom discussion becomes “difficult” for students and/or themselves – get tools and approaches to de-escalate triggered reactions and promote engaged conversation.
Farzana Nayani is a recognized Diversity, Equity, and Inclusion specialist, executive coach, and keynote speaker. She has worked with higher education institutions, Fortune 500 corporations, public agencies, school districts, and non-profit organizations as a consultant and trainer on diversity, equity and inclusion, intercultural communication, and inclusive leadership.
Pride Panel Event
Tuesday, June 14, 2022
10:30 AM - 12:00 PM
Join us for a panel discussion with our 4-person panel, who will talk about why, what, and how, they provide services for those identifying as LGBTQ*.
This 4-person panel will include Dr. Allison Eliscu, Dr. Adam Gonzalez, and Rose Cardin, co-chairs of the Stony Brook LGBTQ* committee, and Chris Tanaka, the director and force behind the LGBTQ*center on our campus.
You may visit the LGBTQ website for Stony Brook Medicine here. You may also visit the LGBTQ* Center at Stony Brook by clicking here.
"LGBTQ+ 101: Cultural Competency Webinar"
Monday, June 21, 2021
This webinar is designed to build the knowledge, attitudes and skills needed to enable non-physician health and human services providers to deliver culturally competent services to the diverse range of lesbian, gay, bi-sexual, transgender queer and questioning (LGBTQ+) clients they serve.
As a result of this training, participants will be able to:
- define various gender and sexuality terminologies, including identities and concepts, used in LGBTQ communities
- distinguish between various forms of oppression experienced by LGBTQ+ people and how these levels are interconnected
- recognize specific LGBTQ health disparities among various LGBTQ subpopulations
- describe protective factors for LGBTQ people that counter health risks
- identify strategies that organizations/agencies can adopt or create to ensure a safe and welcoming environment for LGBTQ clients/patients and staff
SHTM Women’s History Month Panel Event
"Powerful Women’s Voices"
Monday, March 22, 2021
5:30 - 7:30 PM
Please join the School of Health Technology and Management on Monday, March 22, 2021 for our panel, Powerful Women Voices. We will engage in discussion about how these powerful women have found and used their own voices to propel them in their academic and professional careers. Moderated by Stony Brook University's Assistant Vice President for Career Development & Experiential Education, Dr. Marianna Savoca, five panelists will share how their voices were found and formed, and how these voices have framed their current endeavors.
Elder Sister Leaders
Brooke Ellison, PhD, MPP
Lynda Perdomo-Ayala, MSW, LMSW, CLC
Madeline Quintyne-McConney, MSW
Upcoming Sister Leaders
Melonie Evans-Bonilla, RN
Monica Lorenzo, MS, ATC, CES
February 25, 2021, 5:30 - 6:45 PM
SHTM Black History Month Closing Ceremony: The Black Community and Resistance to the COVID-19 Vaccine
The School of Health Technology and Management is pleased to continue the celebration of Black History Month by addressing a very important topic for the Black community – fears about receiving the COVID-19 vaccine.
Join us as we welcome Dr. Jedan Phillips, MD, FAAFP as he discusses the current disproportionality in rates for black people in terms of infection with COVID-19, poorer health outcomes, and deaths. Dr. Phillips will engage participants in answering questions about the virus as well as to challenge participants to think about the question - where do we go from here?
February 11, 2021, 5:30 - 6:30 PM
Minorities and Mental Health
The School of Health Technology and Management is pleased to continue the celebration of Black History Month by addressing a very important topic for the Black community – mental health. Please join us for a panel discussion on minorities and mental health. Our panelists will be Anne Marie Montijo, LCSW, Sheri-Ann Best, LCSW, and Jarvis Watson, EdD.
Discussing mental health needs may often be stigmatized by some members of the Black community despite evidence which supports the need for such services. According to recent studies, the rates of mental illnesses in African Americans are similar with those of the general population. However, disparities exist in regard to mental health care services. African Americans often receive poorer quality of care and lack access to culturally competent care. Only one-in-three African Americans who need mental health care receive it. In addition, compared with non-Hispanic whites, African Americans with any mental illness have lower rates of any mental health service use including prescription medications and outpatient services, but higher use of inpatient services. Compared with whites, African Americans are less likely to receive guideline-consistent care, less frequently included in research, and more likely to use emergency rooms or primary care (rather than mental health specialists). Source: SAMHSA, Center for Behavioral Health Statistics and Quality, National Survey on Drug Use and Health.
February 3, 2021, 1:00 – 2:20 PM
Webinar: Stony Brook University Black History Month Opening Ceremony
Dr. Julieanna L. Richardson, Founder and Executive Director, The HistoryMakers Oral History Video Collection
January 27, 2021, 6:00 - 7:00 PM
Disability and the ERA Town Hall
SHTM's Dr. Brooke Ellison will be participating in a virtual town hall discussion on Disability and the Equal Rights Amendment. For more information, please visit: https://eracoalition.salsalabs.org/disabilityandtheeratownhall/index.html
Monday, January 25, 2021 at 1 PM
Cultural Competence in Healthcare Education
Please join us on Monday, January 25, 2021 at 1 PM for a presentaton on Cultural Competence in Healthcare Education hosted by the School of Health Technology and Management's Office of Diversity, Equity and Inclusion.
Given the rapidly changing demographics of the American population over the past two decades, cultural competence has gained national attention as a means to improving the quality of and minimizing racial/ethnic disparities in healthcare. Within this time, all medical and healthcare education accredited bodies have mandated cultural competency training to be included in their respective discipline-specific curricula with minimal guidelines. This session will present the current practices and barriers among healthcare/medical education programs in fostering environments that successfully develop culturally competent entry-level clinicians. The presenter will conclude with facilitating an interactive discussion that lists alternative cultural competency training activities that might occur outside of a classroom.
By the end of this session, participants will be able to: define cultural competency; describe cultural competency models that medical and health care providers currently use when providing culturally responsive services; discuss the barriers in producing culturally competent entry-level clinicians in medical and health care education; summarize the current practices of cultural competency training within medical education; identify the connections between culturally competent clinicians and the factors that affect their patient’s health (using the biopsychosocial model); and develop a list of alternative cultural competency training activities that would occur outside of a classroom.
November 12, 2020: Join Jennifer "J-Pop" Hutton at 12 PM for “Anti-Racism and Allyship for Healthcare Professionals", the first lecture in the Diversity, Equity, and Inclusion's Guest Speaker Series. Click here for the flyer.
October 29, 2020: Join Dr. James Glaude-Pierre at 12 PM for a Lunch & Learn session on "Having (Un)Comfortable Conversations." For more information, click here for event flyer.