INFORMAZIONI SU QUESTO EPISODIO
Josh Brown, Director of ScHOLA2RS House at the University of Connecticut and Latrina Denson, Associate Dean of Students, Community and Belonging at Mount Holyoke College, provide their perspective on the importance of having intentional affirming spaces on college campuses. Together, we explore how cultural centers and identity-based residential living communities are designed to provide minoritized students with spaces and services specifically aimed to meet their needs. Join us to hear more about their unique insights on anti-racist teaching practices that leverage non-white and non-Eurocentric forms of learning to uplift the feelings, ideas, and concerns of minoritized students on college campuses.
Inglese
Stati Uniti
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CERCA TRA GLI EPISODI PASSATI
Cerca gli episodi passati di Higher Education Anti-Racist Teaching (H.E.A.R.T.) Podcast.
ALTRI EPISODI IN QUESTO PODCAST
Dr. Mark Overmyer-Velázquez, University Campus Director of UConn-Hartford and Dr. Joshua Abreu, Director of the Center for Teaching & Learning Excellence at Albertus Magnus College, share how they have witnessed and been part of social justice-guided transformational practices, given that it is…
Dr. Jeffrey Hines, Chief Diversity Officer at UConn Health and Dr. Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT)™ Campus Centers at the American Association of Colleges and Uni…
Nadiyah Humber, Associate Professor at UConn School of Law, Dr. Preston Green, Professor of Educational Leadership and Law at UConn, and Dr. Leslie Williams, lecturer of Higher & Postsecondary Education at Teachers College, Columbia University, provide the context for understanding how Affirmat…
Dr. Laura Bunyan, Associate Professor of Residence at UConn and Gracie Guzman, Success Program Manager for Higher Edge, explore the topic of economic challenges that students may experience while in college. They discuss how educators can rethink classroom practices in order to support students who…
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