I'm a Bentley Student And... Facilitation Guide

I Am A Bentley Student And…..

This facilitation’s goal is to welcome your group into a dialogue space in which (at their comfortable level) baby falcs can share who they are and what they bring to the Bentley Community. While we are all connected as Bentley Students, it’s important to acknowledge the intersecting identities and lived experiences that have shaped who we are as Bentley falcons.

Ground Rules and Expectations (10 minutes) You want to ensure that students in your group are comfortable in this dialogue space and there are a shared set of expectations among group members.

If you have not done so already, please make sure that you brainstorm ground rules and expectations with your group. If you have already done this, please bring the list back up and ask for any additional expectations for people to able to participate in the space.

Examples: • • • • •

• • • •

We live the Bentley Core Values One person shares at a time If someone shares a story the lesson can leave the space, but the story and experience does not Be aware of your triggers Intent vs. Impact. If you say something that triggers someone, we encourage you to listen, apologize, repair, and learn. Even if that was not you intent, it may not always be the impact you anticipate.

Seek to understand BAR method (Breathe, Acknowledge, Respond) Be an active listener Suspend judgement

Ensure that everyone agrees to the set expectations, and we work to hold each other accountable. We want this to be a brave space for group members.

Define: What is a Dialogue (5 minute) It is important for the group to understand that the space/ activity that they are participating in is a dialogue. To ensure that everyone is at the same starting place, ask the group to define characteristics of these three components: debate, discussion, dialogue. You can say: Before we begin it will be important for us to understand that this activity is a dialogue not a debate or discussion. Let’s first talk through the differences of these three: On the white erase board make 3 columns one for each of the three components. Then ask your group members to share out things that come to mind for each dialogue, discussion, debate. Fill in the columns as people share out.

Once you have received a few responses. Please pull up the chart below to outline more examples of debate, discussion, and dialogue.

Share that today’s space will be for dialogue—read through those characteristics and ask the group if they want to add anything else to the ground rules before moving forward.

Exploring the Differences Between Dialogue, Discussion, and Debate In DISCUSSION we try to…

In DEBATE we try to…

In DIALOGUE we try to…

Present ideas

Succeed or win

Seek answers and solutions

Look for weakness

Broaden our own perspective Look for shared meaning

Persuade others

Stress Disagreement

Find places of agreement

Enlist others

Defend our opinion

Share information

Focus on 'right' and 'wrong'

Solve our own and others' problems Give answers

Advocate one perspective or opinion Search for flaws in logic

Express paradox and ambiguity Bring out areas of ambivalence Allow for invite differences of opinion and experience Discover collective meaning

Achieve present goals

Judge other viewpoints as inferior, invalid or distorted

Acknowledge feelings, then Deny other's feelings discount them as inappropriate Listen for places of Listen with a view of countering disagreement

Challenge ourselves and other's preconceived notions Explore thoughts and feelings

Avoid feelings

Discount the validity of feelings

Avoid areas of strong conflict and difference Retain relationships

Focus on conflict and difference as advantage Disregard relationships

Listen without judgment and with a view to understand Validate other's experiences and feelings Articulate areas of conflict and difference Build relationships

Avoid silence

Use silence to gain advantage

Honor silence

Kachwaha, T (2002). Adapted from Huag Nissen, S. (1999). Defining the principles of dialogue. In dialogue groups: A practical guide to facilitate diversity conversations (11-12). Blue Hill, ME: Medicine Bear

Part I: The Bentley Student (15 minutes) Facilitators pose the following prompt to your group: “If you were asked to describe a “Typical” Bentley student, what might you say?” Ask students to share out, you can write responses on the whiteboard if available. (For virtual setting students can share out or us Mintimeter.com option.)

By doing this, it allows for the opportunity to bring up commonalities, differences, expectations, what they hope to get out of their time at Bentley, or possibly what stereotypes already exist for our students.

You can say: We are now going to think about the “Typical” Bentely Student. What comes to mind when you hear that? If you were asked to describe a Bentley student, what might you say?

Following the responses, utilizing the debrief questions to engage in further dialogue: -

What themes arose from the share out?

Are those positive, negative or neutral attributes?

Where do these ideas of what a Bentley Student is come from?

What, if any, of these to do you see in yourself or hope to in your time here

Part II: And…. (25 minutes) Every year, we welcome a new class of students including first -years, transfers and exchange students into our community. Each time this happens, the image of a Bentley Student grows and changes. You are a Bentley Student. We are Bentley Students…..AND we are so much more. In your self-guided learning program that you completed prior to Orientation you learned about identity and intersectionality.

As a reminder: here are two definitions for us to refer to:

As we are thinking about our own identities, how they intersect, and our experience at Bentley we’d like you to hear from a few other falcons about their experiences.

•

Share the latest I’m a Bentley Student and video with group: https://www.youtube.com/watch?v=GqO5GJ4CfkM&list=PL4jncTO6oTQDX0xWtwtq8QsrujSu5yqs&index=11

At this point, we ask for facilitators to demonstrate filling in the prompt like the people in the video.

“I am a Bentley Student and…. ___________!”

We encourage you to share both an example that may be less of a risk, and an example that is more vulnerable (within your level of comfort) so that students have examples. Follow up with: •

Share what this identity means to you and why it is important. Share what challenges and obstacles you may have experienced (at Bentley or beyond). If there are any ways that you have received support or connected that have enhanced your Bentley experience and why it is important to say you are a Bentley Student AND this/these identities.

Then pose this to your students…

You are bringing all of your own identities into this community. You are ______ and you are now a Bentley Student. Each can bring its own challenges, rewards, connections and innovations to this community. So I invite you to share how you are a Bentley student and___?

Points to Stress -

This is I am a Bentley student AND….not BUT. By becoming a Bentley student, you are making what a Bentley Student is change and grow for the better.

Have your training resources prepared if people bring up worries/concerns! Bentley isn’t perfect but it strives to be better. Where can we direct students to resources and people who can support them on campus.

If you need more question prompts: -

How has this identity played a role in your life? How do you think it will play a role here at Bentley?

What excites you about being a Bentley Student?

Remember • •

Keep your survival guide handy so you can refer your students to resources.

Refer to your expectations throughout if people are not adding to your shared ground rules. For example, if someone says they stand with Black Lives Matter but someone else in the group stands with Blue lives Matter, then be ready to explain at Bentley, people here can have difference of opinions and it’s important to have dialogues when people have different opinions. o Possibly reference the morning Keynote and the importance of dialogues across difference.

Part III: I am a Bentley Student and I support my community (15 minutes) Now that we have looked at who we are in addition to Bentley Falcons, let’s look forward. Everyone has needed help at some point in their lives and hopefully, you have been able to help someone else. At Bentley we have many built in resources to help educate, celebrate, and support our community members.

Being a part of the Bentley community, means you hold true to the Core Values of Caring, Collaboration, Diversity, Honesty, Impact, Learning, and Respect.

Everyone can be an active member of the community. Here is a refresh of the inclusion strategies shared in your self-guided learning program: Pick 2 or 3 strategies to share with your group:

In addition to how we can support one another and hold true to our core values, there are various resources at Bentley that you should be aware of: •

• •

Student Equity and Inclusion Team o Including Multicultural Center, Center for International Students and Scholars, Gender Sexuality Student Programs and Spiritual Life Office of Disability Services Office of Diversity and Inclusion

• •

Racial Justice Task Force at Bentley University RA’s are great resources for students living in the residence halls.

There are various programs, dialogue opportunities, and events that all Bentley students are invited to participate in. We challenge all community members to continue to learn, grow, and support one another.

Another way to actively participate in and support community members is by reporting Bias or biasrelated incidents if you experience it or observe it.

Pull up the BIRT website to show students how to access this resource: https://www.bentley.edu/offices/student-affairs/birt Below are some notes about the process for your reference.

The Bias Incident Response Team (BIRT) ensures students affected by bias or a bias-related incident have access to appropriate resources and assists the University in its response in situations that may impact the overall campus climate around diversity and inclusion.

Reporting Process Reporting may come from a variety of sources on campus including students, faculty, staff or guests. The process is explained below:

I. II. III. IV. V.

Incident occurs Incident is reported and BIRT is notified BIRT reviews and discusses incident Immediate steps are identified and long term plan is applied Incident and response are recorded

Making a Report Incidents that are not in need of immediate attention or are believed to risk the health or safety of the individuals have four options:

1. Use the online Bias Response Form: The online system will ask for identification, a 2.

3.

4.

description of the incident and other relevant information.

Report the incident to a Resident Assistant or Professional Staff member in the Residential Center. Reports made after hours will be handled by Residential Center staff as an immediate response (following Residential Center Bias Incident Protocol, the incident will then be referred on to the Bias Incident Response Team for further review).

If there is any evidence or concern that that the incident was a violation of the university’s Title IX policies, students may report the incident directly to the University’s Title IX Coordinator.

Any evidence or concern that the incident was a violation of Federal or State law, the incident will be forwarded on to University Police.

5. Use the Bentley CARES reporting form: The CARE Team will forward any relevant incidents on to BIRT. The chair of the BIRT will review any reports received and determine next steps. Determination of the following will be made accounting for: 1. Is there evidence of a bias incident 2. The incident a violation of the university Title IX policy or Federal/State law.

1. If a violation of the Title IX policy has occurred, the incident will be referred to the Title IX 2.

3.

4.

5.

6.

Coordinator.

If a violation of Federal/State law has occurred, the incident will be referred to University Police.

If a bias incident is evident the report will be referred to the Bias Incident Response Team for further evaluation, members of the adhoc team may be included to provide feedback and ideas.

If there is evidence of violation of university policy, the incident will be referred to Student Conduct.

If there is evidence of criminal activity the report will be referred to University Police.

If there is no immediate evidence of bias in the report, a member of the Bias Incident Response Team will meet with the reporting party to follow up.

Reporting Party Next Steps A member(s) of the Bias Incident Response Team will reach out to the reporting party to set up a meeting regarding the incident. During this meeting the following points will be covered:

1. Reviewing the information in the report 2. Addressing the immediate issues 3. Discussing next steps and possible options. Next steps are based on what is known (is the responding party known? How would the reporting party like to respond?

What are the needs of the community?) The University does not limit the time frame to report any incident.

• Student Conduct Process • Mediation • Educational opportunities • Whether moving forward or not, the incident will be recorded in Bentley’s Hate Crime or bias incident data • Human Resources – Faculty/Staff Grievance Policy if the incident involves a faculty/staff and student.

• No action, just a report • If the incident rises to the level of significant community impact, the University may move forward with an investigation with or without the consent of the reporting party.

Thank everyone for being vulnerable and please remember the resources we discussed.

I want to thank everyone for engaging in this dialogue and sharing aspects of your lived experiences.

Please remember that the stories stay within the group, but the lessons and memories can carry forward.

If any point you have questions or aren’t sure where to go, please know you can always reach out to me.

And I encourage you to continue learning more about each other and working to make Bentley a better place for everyone.

Affirmation Flags (20 minutes) As a way to continue to make our mark at Bentley and start the year off with positive vibes and good wishes to support one another we are going to participate in a final group activity.

•

There will be a presentation that you can show to your group with background information of the Affirmation Flag project.

Step 1: Choose a fabric square Step 2: Reflect •

What is your hope for our campus in this new year? What positive wish do you have for the Bentley community?

Step 3: Create • • • •

Write your Affirmation on your flag square.

It may be a blessing, a prayer, a positive outcome, a word, a picture, a phrase, a quote, a hope….

Sharing the markers, use your imagination to add color and design!

Be inspired by your neighbor’s ideas!

Step 4: Contribute •

One by one show your flag and tell us about it.