ACS C R E A T E

Conversation-Rich Education for Anti-Racist Teaching/Learning Environments

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Our Goals

Increase our awareness of key issues and theories related to equity and inclusion such as: institutional racism in higher education; cultivating the ability to recognize and address microaggressions and implicit bias; recognizing our positionality in anti-racist work.

Expand our ability to identify inclusion gaps in our campus communities.

Collaborating Institutions:

June 2025
S	M	T	W	T	F	S
1	2	3	4	5	6	7
8	9	10	11	12	13	14
15	16	17	18	19	20	21
22	23	24	25	26	27	28
29	30

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What is CREATE?
Campus Facilitator Teams
Grant Team
Lead Facilitators and Schedule
Workshop Resources
- Recordings & Other Materials
- Workshop Resources from other ACS Institutions

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Timeline

We see the project unfolding in three phases. Workshops in each phase will be offered via Zoom, Google Meet, or some other synchronous video session. The CREATE grant team members will act as point persons to recruit a team of 2-3 facilitators from each institution to participate in train-the-trainer workshops in order to be prepared to facilitate their own campus dialogues and workshops. We anticipate the format of these “train the trainer” workshops to include two elements: content/theory acquisition and a metacognitive component in which experts share their experience of facilitating difficult conversations and insights about how and where participants might struggle with content along with strategies for helping participants work through conceptually and personally challenging information.

Recent research suggests that diversity training has a positive lasting effect on improving inclusive pedagogy (Hudson, 2020); this proposal envisions the work of inclusive pedagogy to extend beyond the classroom and across campus in all the spaces (both physical and now, virtual) we work with students and each other. Furthermore, research suggests that non-mandatory interventions over time evince the most positive outcomes; we plan to design the campus dialogues, department meetings, and workshops with these evidence-based practices in mind (Bezrukova et. al, 2016, Dobbin & Kaley, 2016).

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