IGR 2018-2019 Annual Report

2018-2019 Annual Report

Tableofcontents

01

1. Co-Directors’ Message ...............................................3 2. About Us ....................................................................4 3. Seven Areas of IGR.....................................................5

02

1. Student Participation .............................................6-7 2. Demographics & Topics ..........................................8-9

03

1. Courses/Minor ....................................................10-11 2. Student Learning & Leadership ..........................12-13

04

1. Research, Assessment & Evaluation ...................14-15 2. Alumnx & Development ......................................16-17 3. Strategic Initiatives & Partnerships ...................18-19

05

1. Advancing the Field ............................................20-21 2. Administration & Communications ....................22-23 3. Staff & Faculty..........................................................24

Front cover photo features Winter 2019 Training students, photograph taken by Marti Hwang. Back cover photo features IGR staff and faculty at the 16th Annual Award Ceremony and Graduation Celebration taken by Mark Gjukich.

22015 Annual Report

2

ANNUAL REPORT 2018-2019: Table of Contents

CO-DIRECTORS’ MESSAGE

W

e are thrilled to share our first joint Annual Report for The Program on Intergroup Relations (IGR) at the University of Michigan (U-M).

IGR at U-M is a partnership between Student Life and the College of Literature, Science, and the Arts (LSA), and is the oldest program of its kind in higher education in the country.

IGR was conceived and developed in 1988 by a group of U-M faculty and staff dedicated to the notion that intergroup relations education is a foundational principle of undergraduate education at the university. Since its founding, our program has continuously evolved, always striving to provide students and people who work with students a robust opportunity to explore social diversity and social relations in an intentional and reflective way.

We believe that understanding the differences between us is crucial to the development of thoughtful global citizens. We teach and learn Monita C. Thompson and Donna Rich Kaplowitz at The Institute 2019, Sheraton, Ann Arbor, MI, photo by Mark Gjukich about social group identity, social relations, intercultural communication, and social justice. We encourage students, staff, and faculty to learn about differences and similarities, to embrace them and to find commonality in the human experience. To this end, we focus on gender, ethnicity, race, sexual orientation, religion, ability status, socio-economic class, nationality, and other topics.

One of the joys we have doing this work is that we are constantly pushing our own growth and learning from our students and colleagues. Social justice education is ever-evolving and we bring both humility and bravery to our work.

This annual report includes information about all facets of the program. This year we are particularly proud of the growth in our CommonGround workshop program, the increased interest in our Foundations of Intergroup Relations course, our new podcast series DialogueUP!, our new video series, and our first annual campus-wide Transformational Diversity, Equity, and Inclusion event. In addition to this day-long event, IGR collaborated with the LSA Dean’s Amplify Dialogue Initiative, leading multiple sessions on dialogic practice for staff and faculty across the University. Our Race and Ethnicity engagement initiative had significant impact on several courses in Anthropology, Women’s Studies, English, and American Studies. The 14th year of Summer Youth Dialogues was once again a success with 68 high school student participants from Metropolitan Detroit.

Our contribution to the field continues as many of our staff members presented at the 3rd Biennial Conference on Intergroup Dialogue in Massachusetts in the spring. Our 13th Annual National Intergroup Dialogue Institute (The Institute) in June brought participants from across the U.S. and as far away as Singapore to learn about intergroup dialogue and creating dialogic programs on their campuses.

We said farewell to three staff this year: Laxmi Shastry, Caroline Kim, and Kelly Maxwell and welcomed three new staff, Cesar Vargas-Leon, Haleemah Aqel, and Donna Rich Kaplowitz. Dr. Kaplowitz is the 3rd LSA Co-Director since our founding. Finally, we remember two passionate and beloved colleagues Adrienne Dessel and Jerry Gurin who passed away this year, leaving behind rich legacies in research and scholarship in social justice.

We hope you find the following pages informational and inspiring. If you can’t find something you are looking for, please feel free to contact us directly. We are committed to developing strong relationships rooted in authentic, clear, and open communication.

Sincerely, Monita C. Thompson, Co-Director

Donna Rich Kaplowitz, Co-Director

ANNUAL REPORT 2018-2019: Co-Directors’ Message

2015 Annual Report 3

3

ABOUT US The Program on Intergroup Relations (IGR) is a social justice education program that blends theory and experiential learning to facilitate students’ learning about social group identity, social inequality, and intergroup relations.

IGR was founded in 1988 and is a partnership between Student Life and the College of Literature, Science, and the Arts (LSA).

Mission IGR is committed to educating students about intergroup relations and social justice, emphasizing student learning through intergroup dialogue, engaged pedagogies, research, and leadership opportunities both in and out of the classroom.

With a focus on the whole student, IGR works to create opportunities for students to facilitate, think critically, reflect, build leadership skills and resiliency. The program prepares students to work, live, thrive, and actively contribute to a more inclusive campus and community.

IGR strives to work with others on the U-M campuses and at other colleges and universities to build capacity to offer students these types of opportunities.

IGR Training students Winter 2019, photograph taken by Marti Hwang

42015 Annual Report

4

ANNUAL REPORT 2018-2019: About Us

Seven Areas of IGR IGR organizes its work into seven areas that are intended to both articulate the structure of the program and accentuate the goals and objectives:

Administrative & Communications

Strategic Initiatives & Partnerships

Courses/Minor

Student Learning & Leadership

• •

•

Partnering with campus units to build capacity for more opportunities for students to learn skills and competencies for working across difference

•

Advancing the university’s diversity, equity, and inclusion mission

• •

Offering undergraduate courses from 100-400 level Offering a minor in Intergroup Relations Education

•

Providing students with training and support for peer-educator roles and learning effective leadership skills Providing peer facilitated learning opportunities for all students

•

Research, Assessment & Evaluation

• •

•

Advancing the Field •

Alumnx & Development

Leading, managing, and assuring a strong partner relationship between LSA and Student Life Marketing, public relations, maintaining connections with constituents, and recruitment

• •

Continuous evaluation and assessment of all of the work to update the curriculum and offerings Providing opportunities for students to learn and practice research, assessment, and evaluation methods Contributing publications and conference presentations to further knowledge in the field of intergroup dialogue, intergroup relations, social justice education, and student development Hosting the National Intergroup Dialogue Institute and assisting institutions in developing dialogic learning opportunities on their campuses Cultivating ongoing relationships with alumnx through engagement platforms and events Stewardship of donor relationships

ANNUAL REPORT 2018-2019: 7-Areas of IGR

2015 Annual Report 5

5

Student Participation By the numbers The main way that students are involved in IGR is through courses and/or workshops. Students may take a number of IGR courses that fulfill their Race & Ethnicity requirements and can be counted towards earning a Minor in Intergroup Relations Education. Students can also participate in IGR through CommonGround workshops as part of the programming team, trained student facilitators, or as participants across the Ann Arbor campus.

1,801 students engaged Number of students participating in courses & workshops = 1,801 Workshop participants = 1,001

44.4%

55.6%

Students in courses = 800

62015 Annual Report

6

ANNUAL REPORT 2018-2019: Student Participation

19

Graduates of IGR

12

Ginsberg Cord recipients

Gurin Certificate recipients

Minor recipients

The Ginsberg Cord recognizes graduates that have made a positive change around a specific social issue in partnership with marginalized communites beyond campus.

The Minor in Intergroup Relations Education provides an academic credential for students who complete intensive study in intergroup relations and social justice education.

6

The Patricia Gurin Certificate of Merit in Intergroup Relations is awarded to seniors who have demonstrated academic mastery in intergroup relations.

IGR graduating class of 2019, photo by Mark Gjukich

Student quotes “In looking at R&E through an intersectional lens (that of sexual identity), my knowledge of different cultures and communities was expanded, and I was given new tools for assessing the conjoined nature of various identities, and the ways they intermingle and affect each other.” ~Dialogue student “The most valuable aspect of this course to me was that the makeup of the class was very diverse. I believe that the conversations we had were enhanced given the amount of diversity present in the room and the various experiences and opinions that each student was willing to share.” ~Foundations student

ANNUAL REPORT 2018-2019: Student Participation

2015 Annual Report 7

7

Demographics & Topics By the numbers IGR serves a diverse student population creating opportunities for speaking across difference, listening to understand, and forming coalitions to pursue social justice.

The demographic breakdown of students informs IGR programmatically. Topics of CommonGround workshops and Dialogue courses are influenced by the lived experiences of participants. Knowing who the students are allows facilitators to guide their peers through tough conversations to be able to work together as co-resistors.

CommonGround Workshops CommonGround offers dialogic workshops to improve group relations while building a community of social justice advocates. CommonGround carried out 39 workshops impacting 1,001 participants.

Other 1% A* MEN 6%

Native 2%

Ethnicity of workshop participants

Black/ African 16%

Topics of workshops

Asian 14%

White/ Caucasian 50%

Latinx 11%

13 CommonGround FACILITATORS

l cia ce o S sti Ju 6%

r Othe 9%

8

6%

Social Identity Social Identity 44%

44%

ANNUAL REPORT 2018-2019: Demographics & Topics

(39 workshops)

American Dream 7%

Top Requested Workshop

*MENA is the acronym for Middle-Eastern and North African and is a studentdriven ethnic designation for increased representation and recognition as a group on-campus.

82015 Annual Report

Allyhood

Bridging Difference 18% Power Oppression 8%

Engaging Communities 2%

Dialogue Courses Intergroup Dialogues are three-credit courses carefully structured to explore social identity, group differences and commonalities, group conflict, and social inequality. Each dialogue focuses on a specific topic among social identity groups. This year 152 students were enrolled in 11 Dialogue course sections.

Demographics of students in dialogue MENA 5% Multiracial 11% Black/ African 11% Asian 18%

Topics of dialogue courses

White 44%

Students of Color 18.2%

Gender Upper 5%

Educational Justice 18.2%

Race & Ethnicity 18.2% Socioeconomic 18.2%

Man 43%

Woman 54%

Ethnicity

(11 sections)

White Racial Identity 9.1%

GenderQueer 3%

Latinx 11%

Middle 13% UpperMiddle 50%

LowerMiddle 23% Poor 9%

23 Dialogue Student

Sexual Orientation 18.2%

SocioEconomic Status

FACILITATORS

ANNUAL REPORT 2018-2019: Demographics & Topics

2015 Annual Report 9

9

Courses/Minor Unique engaged learning pedagogy

I

GR employs a unique learning pedagogy that relies on the facilitation of dialogue around social

identity. Through this approach, students often find themselves deeply engaged and invested in shaping their educational experience.

“Scott Hwang did an amazing job of handling

the class in a way that brought me together with my fellow students and led me to gain a better understanding of myself through issues that interested me. I was always excited to go to this class.� ~Foundations student

Winter 2019 Training Practicum 2019 Minor and Gurin Certificate recipient Ashley Tjhung

Breakdown of IGR courses This year, IGR saw a major increase in demand for ALA 220: Foundations of Intergroup Relations. For the first time, the program offered three sections of the course in Winter 2019 and Spring 2019. Demand for the dialogue courses remains high.

ALA 323: Independent study 6 students

ALA 321: Practicum in IGD Facilitation

ALA 429: Senior Capstone

26 students

22 students

ALA 320: Training in IGD Facilitation 32 students

19%

ALA 122: Dialogues 152 students

ALA 228: Conflict & Coexistence 45 students

15% 28%

ALA 220: Foundations of Intergroup Relations

19%

121 students

ALA 171: Making the Most of Michigan ALA 471: Leadership and Facilitation in Community Building Research 21 students

226 students

ALA 421: Creating Inclusive Residential Communities 148 students

102015 Annual Report

10

ANNUAL REPORT 2018-2019: Courses/Minor

ALA 171 MPortfolio Showcase

HELPING FIRST-YEAR STUDENT RESIDENTS EXPLORE SOCIAL IDENTITY

O

The course ALA 171 “Making the Most of Michigan” was started in 2012 to help first-year student residents at U-M learn about how

ne student participant in our ALA 171 course noted how the experience

challenged him to be more open-minded.

to leverage U-M’s resources and explore their social identities.

This year, 226 students enrolled in the seminar, which was carried

“Living in [the residence hall] can be very

out by 30 peer facilitators across 22 sections.

interesting. It’s all freshmen and there are people from all over the country and all over

Significant outcomes

the world. When my friend said he was going to introduce me to someone he had met who’s from Hong Kong, I wasn’t sure what to think.

pre- and post-test learning

[...] As I got to know her better, I found out that we have a lot in common. [...] I didn’t expect her to know anything about the NBA, but she watches it often and even asked to join my fantasy basketball league. [...] Through this experience [...] I learned that I need to stop judging people before I’ve even met them.

Even though I try not to judge, it still happens subconsciously. In the future I will try to

4.05 (pre)

4.43

(post)

Collaboration Across Differences

3.97 (pre)

4.35

(post)

Identity and Perspectives

3.97 (pre)

4.35

(post)

Reflective and Relational Learner

minimize how much I judge people and actually take the time to get to know them before forming an opinion.”

ANNUAL REPORT 2018-2019: Courses/Minor

2015 Annual Report 11

11

Student Learning & Leadership Advancing social justice education and leadership

Intern

SYD

SET

CG

IGR offers paid internships in a variety of fields.

IGR solicits interns based upon programmatic and research needs.

Summer Youth Dialogues (SYD) is a partnership program with the School of Social Work geared toward increasing dialogue among high school age youth in Detroit, one of the nation’s most segregated metropolitan areas.

The Student Experience Team (SET) works to ensure that IGR students have a joyful, valuable, and sustained experience as a community.

For the last decade, IGR’s signature co-curricular program has been CommonGround (CG), a program that trains facilitators to lead workshops that encourage students to reflect on their social justice journey.

This year, interns worked with the Alumnx Committee, CommonGround programming team, and curriculum development. IGR worked with six interns.

122015 Annual Report

12

In 2018, SYD included 78 participants from 12 educational groups. The program was led by eight U-M undergraduate and two graduate Social Justice Fellows who facilitated dialogues and projects between S. Asian, Latinx, White, Black, and MENA youth.

This year, SET gathered valuable feedback from students that shaped programming and led to events with Black Google Network, the Michigan Community Scholars Program (MCSP), and CommunityEngaged Academic Learning (CEAL).

This year, CG piloted a new model to compensate facilitators for practicing a valuable skill that is in high demand. CG hopes to continue building an authentic platform that creates community across differences.

ANNUAL REPORT 2018-2019: Student Learning & Leadership

Members of the 2018-2019 CommonGround Programming Team with Cesar Vargas-Leon, CommonGround Program Manager, on the far right

STUDENT EMPLOYMENT IGR employed students for a variety of positions. In addition to the CommonGround student staff and facilitators and the Student Experience Team, the program has paid interns, office assistants, and research assistants.

While each of these roles provide a different experience for students, the overall philosophy is to help students gain skills they can use in leadership roles.

Areas of student employment positions Office Assistants Recruitment Team 5

4

Student Experience Team

4 3 13

5

5 8

Interns Graduate Student Instructors CommonGround Programming Team CommonGround Facilitators

n = number of students

“The best part about SET [Student Experience Team] is that I can use my student perspective and voice to make changes within IGR and its programming.� ~Peyton Sternfeld, LSA, SET

Research Assistants

ANNUAL REPORT 2018-2019: Student Learning & Leadership 2015 Annual Report

13

13

Research, Assessment & Evaluation Processing the impact of courses, workshops, facilitation, and leadership opportunities COMMONGROUND & COURSE ASSESSMENT Impact of CommonGround workshops

90%

87%

87%

INCREASED UNDERSTANDING

INCREASED AWARENESS

STEP OUT OF COMFORT ZONE

87% of participants thought the workshop they attended allowed them to step outside their comfort zone.

90% of participants increased their ability to understand perspectives other than their own.

87% of participants experienced an increased level of awareness after the content was presented.

(The assessment sample size of 670 from a population of 1,001 participants, at a confidence level of 95%, provides results at a confidence interval of +/- 2 percentage points.)

Student quotes “The most valuable aspects of the course included our discussions about oppression and the cycle of socialization, where we dismantled the institutional and social aspects that perpetuate the stigmas we experience in society.” ~Foundations student

“Before taking this course, I only thought of identity as someone’s race/ethnicity. [...] This course has helped me gain compassion for my others (and slowly starting to work on myself ) both in social justice issues and life in general.”

“I learned about cultural humility vs. cultural

competence and it changed my approach and goals for entering unfamiliar spaces.” ~CommonGround participant

142015 Annual Report

14

ANNUAL REPORT 2018-2019: Research, Assessment & Evaluation

~Dialogue student

RESEARCH IGR conducts research and publishes its findings on the outcomes of its programs. The following is a forthcoming journal article:

White Student Comfort and Conflict in Experiential Racial Dialogues

By Kelly Maxwell and Mark Chesler Background: White students are both curious and sometimes apprehensive about engaging in dialogues about race. Purpose: We investigate white university students’ experience of comfort and conflict in racial interaction in inter- and intragroup dialogues.

Methodology/Approach: We analyzed student papers written at the beginning and end of the dialogue as well as their post-semester interviews, for their hopes/ fears, classroom racial experiences, and learnings.

Findings/Conclusions: White students in two types of semester-long dialogue courses reported issues of relative comfort and conflict as they explored their own and others’ racial histories and outlooks. They reported feeling safer in the white only (intragroup) dialogues, as they learned about white culture and privilege; they also lamented not having racialized ‘others’ to learn from. White students in the interracial (intergroup) dialogues often reported more discomfort, risk and tension, as they learned about the impact of white culture and privilege on students of color, as well as about racism as a white problem.

Implications: We draw implications for educational practice that include dissonance and conflict as stimuli for student learning and the use of experiencedbased pedagogical techniques that encourage student sharing, critical reflection on narratives and encounters, and mutual participation.

WORKING PAPER SERIES IGR publishes working papers every year that relate to Intergroup Relations topics. The working paper series provides a unique venue to help advance understanding of specific aspects of intergroup relations and social justice education. The following papers will be published in Fall 2019:

IGD at UPMU: Absorption, Resistance and Breaking from Neooliberal Diversity Policy

by Stephanie Hicks

This qualitative case study examines the ways in which IGD was imported and delivered to students in a major, urban, research university (UPMU). Through data gleaned from interviews, participant observation and policy documents, the study uncovered values and strategies embedded in the discourse created by policies, pedagogical practices, and instructor-student interactions. The resultant analysis focuses on whether IGD had been incorporated in a way that disciplined minority student difference or challenged majority institutional power, and the institutional dynamics surrounding innovation and resistance.

What is Incivility in the Academic Environment? And What Can We Do About It?

by Mark Chesler

This paper examines the ways in which claims and counter-claims of civility/incivility occur and are managed in increasingly fraught academic environments. While incivility may occur in all social interactions, pedagogical and institutional policies and practices raise these issues to matters of university-wide concern, especially in the context of the raced and gendered power structures of the academy. Moreover, while much public comment focuses on instances of student incivility toward other students and toward faculty members, faculty incivilities toward students and toward other faculty members also matter - they help set the institutional culture and framework within which issues of diversity and equity surface and are responded to.

ANNUAL REPORT 2018-2019: Research, Assessment & Evaluation 2015 Annual Report

15

15

Alumnx & Development Engaging alumnx in intergroup work and donor stewardship

I

GR has a vibrant alumnx group with members all over the country and world. Alumnx have pursued careers in nearly every profession. Each year at graduation we award one of our alumnx with our “Outstanding Alumnx Award.” This honors an exceptional alum who exemplifies that values and ethics of IGR. The award is in recognition of the significant contribution that an individual has made to create a more just and inclusive society. This year, IGR was proud to honor IGR alumnx Arikia Millikan with this award. Ms. Millikan is an American-born writer of Haitian, Polish-Ukrainian, ScottsIrish, Jewish and Native American descent. Her journalistic writing focuses on the art of narrative profiling and how technology is impacting the future of humanity.

E. Royster Harper, Vice President for Student Life, and Simone H. Taylor, Senior Associate Vice President for Student Life, with 2019 OAA recipient Arikia Millikan

IGR podcast DialogueUP! Episode 5 featuring alumnx Arikia Millikan

How to connect with alumnx: Stay connected with alumnx through IGR’s podcast, award, social media, newsletter, and more. https://igr.umich.edu/connect-alumnx

162015 Annual Report

16

•

Follow the DialogueUP! podcast

•

Apply to be an OAA recipient

•

Join the Facebook group

•

Add IGR to your LinkedIn profile

•

Subscribe to the Alumnx Mailing List

ANNUAL REPORT 2018-2019: Alumnx & Development

In remembrance of our beloved colleagues In memory of Adrienne Dessel, Ph.D. Our dear friend and long-time colleague Adrienne Dessel, Ph.D. passed on Thursday, September 13, 2018. Adrienne served as Co-Associate Director (LSA) for about 9 years before illness required her to leave. She was a prolific writer with many publications.

She also led our Arab/Jewish dialogue work and subsequent research for 4-years as well as worked on IGR’s facilitation research. Adrienne was a wonderful baker with a very kind soul. Her work and presence at IGR will be missed but her legacy will continue to be felt in the lives and work of the many students, interns, colleagues and co-resistors whom she was devoted to.

Adrienne Dessel

In memory of Jerry Gurin, Ph.D.

Jerry Gurin (left) and Pat Gurin

Patricia Gurin’s partner of 54-years, Gerald (Jerry) Gurin, passed on January 20, 2019, at the age of 96. Jerry was a professor and research scientist at the University of Michigan throughout his career. He made an indelible impact across the nation in social justice research that include shaping the U.S. mental health landscape, the debate about the educational benefits of diversity in higher education, and the success of affirmative action programs, as well as creating the first prediction methods for presidential elections and the first National Survey of Black Americans.

How to give IGR accepts contributions of all kinds: direct monetary donations, pledges, planned gifts, wills, and estates. Your donations allow us to deepen and grow the program, provide scholarships, and enhance the student experience. Visit this website to donate: https://leadersandbest.umich.edu/find/#!/give/basket/fund/317350,799921 Photo by Ross Findon

D

onor support enables IGR to be responsive and flexible to meet the changing needs of students and the campus community to productively address intergroup relations and social justice issues of

current impact. Our work continues to evolve and students are most often the catalyst for creating new initiatives and programs.

This year, donor funding provided stipends for the Summer Youth Dialogue Program facilitators, a program that brings intergroup dialogue education for social change to youth in Metropolitan Detroit; supported student research assistants working alongside our renowned faculty to assess student learning in our courses and publish findings; and hosting open dialogues on campus that provide students a space to address current issues that impact their campus experience as well as how they can become change agents in creating a more just society for all.

Financial gifts allow IGR to be innovative and adaptive to the needs of students as well as expand its reach on campus.

ANNUAL REPORT 2018-2019: Alumnx & Development

2015 Annual Report 17

17

Strategic Initiatives & Partnerships Building intergroup relationships and collaboration opportunities Integrating dialogic pedagogy into courses •

Completed successful pilot of two special Race & Ethnicity (R&E) discussion sections in Anthropology 101 in Winter 2019.

Each week, students in these sections (20 students in each section, 40 students total) experienced dialogic pedagogy that supported the R&E goals of the course. Anthropology GSIs were trained and supported throughout the process

by IGR staff/faculty. IGR and Anthropology will continue to work together, integrating more dialogic pedagogy into these Screen still image of promotional webpage

special sections and possibly all discussion sections.

•

Completed two successful dialogic pedagogy trainings for GSIs teaching R&E courses in Women’s Studies in Fall 2018 and Winter 2019.

•

Integrated dialogic activities into American Culture 201 and English 319 courses to support specific class assignments. Peer facilitators from IGR led the American Culture 201 activity, allowing students to engage in small group conversations specifically around their racial and ethnic identities with undergraduate and graduate students trained in intergroup dialogue facilitation.

•

Presented on R&E support and collaboration opportunities to American Culture faculty at their Spring 2019 faculty retreat. Looking forward to solidifying a more formal relationship in the coming academic year.

Fall 2018

Winter 2019

Spring 2019

Integrated dialogic Launched two R&E

activities into American

Anthro 101 pilot sections

Culture 201 and English 319 courses

Started training GSIs teaching R&E courses in

Presented on IGR R&E collaboration to Ameri-

Women’s Studies

182015 Annual Report

18

ANNUAL REPORT 2018-2019: Strategic Initiatives & Partnerships

can Culture faculty

IGR Collaborated to offer Transformational DEI event for Faculty and Staff As U-M entered into its third year of the Strategic Diversity Plan for DEI, in partnership with the National Center for Institutional Diversity (NCID), Center for Research on Learning and Teaching (CRLT), and the Office of Diversity, Equity, and Inclusion (ODEI), IGR offered Transformational DEI as a framework to build skills and practices that will create substantive change in individual units and subsequently the whole institution.

7 Deans & AVPs

28 Directors

17 Schools/Colleges

29 Faculty

20 Program Managers

19 DEI Leads

13 Specialists

70+ Units

116 Participants

“I loved being in a space with other people who were genuinely interested and really knowledgeable about DEI issues.”

~Participant testimony

“This was a great day! There were a lot of great, concrete skills and strategies that I learned.”

~Participant testimony

ANNUAL REPORT 2018-2019: Strategic Initiatives & Partnerships2015 Annual Report

19

19

Advancing the Field Moving forward intergroup relations education on college campuses

IGR staff and faculty 2019 IGD Conference attendees in Amherst, MA from left to right: Cesar Vargas-Leon, Stephanie Hicks, Roger B. Fisher, Shana Schoem, Donna Rich Kaplowitz, and Monita C. Thompson

Conference presentations

This year, IGR sent a delegation of staff and faculty to the 3rd Biennial Conference on Intergroup Dialogue held at the University of Massachusetts Amherst. Along the theme of “Pedagogy of Possibilities,” they presented in four sessions on: • • • • •

“Designing & facilitating Intergroup Dialogue with Youth in Community & School Settings” with Roger B. Fisher, Donna Rich Kaplowitz, and Barry Checkoway from U-M’s School of Social Work “From IGD to Everyday Administration: Navigating campus roles using dialogic practice” featuring former Co-Director, Kelly Maxwell “The Difficult Dialogues National Resource Center (DDNRC): Incorporating IGD into a broader national context” with Kelly Maxwell “Critical examination of the politics of IGD and DEI: Cooperative or Co Optive?” with Stephanie Hicks and Monita C. Thompson “Preparing the Next Generation of Inclusive Educators Through Transformative Learning” with Shana Schoem

Publications

Donna Rich Kaplowitz co-authored a book Race Dialogues: Tackling the Elephant in the Classroom (2019) with Sheri Seyka and Shayla Reese Griffin featuring a forward

by Patricia Gurin. Monita C. Thompson and Kelly Maxwell published a chapter in the edited book Contested Issues in Troubled Times (2019) titled Learning Dialogic Skills for Effective Campus Conversations.

Consultations

Consultations are multi-day workshops focused on in-depth sharing of the program’s model of intergroup dialogue. This year IGR consulted with Rutgers University (Newark and New Brunswick), Calvin College, Princeton University, Southern New Hampshire University, Villanova University, Skidmore College, and Georgetown University. The workshops were focused on introduction to intergroup dialogue, deepening dialogue facilitation skills, and development of a program.

202015 Annual Report

20

ANNUAL REPORT 2018-2019: Advancing the Field

The Institute’s National Influence

The geochart below displays the 30 higher education institutions that attended the National Intergroup Dialogue Institute in 2019.

-University of Minnesota

-Michigan State University

-Central Michigan University

-Rensselaer Polytechnic Institute

-Wayne State University -University Preparatory Academy

-Augsburg University

-Colgate University

-Humboldt State University -Iowa State University -Colorado State University

-Drake University

-University of Colorado -University of Colorado at Denver

-Conneticut College -University of Illinois

-New York University

-Miami University of Ohio

-Stanford University

-University of Pittsburgh -Chatham University

-Sewanee: University of the South

-Georgetown University -Wake Forest University -Georgia State University -Georgia Institute of Technology

-University of Arizona

-UCLA Anderson School of Management

The Institute

Not included on the map: -Dalhousie University in Halifax, Nova Scotia, Canada -Yale-National University of Singapore College in Singapore

The 13th National Intergroup Dialogue Institute (The Institute) hosted 73 participants from 30 institutions, including Yale-National University Singapore from the Republic of Singapore. The purpose of The Institute is to share U-M intergroup dialogue pedagogy with other higher education institutions and assist them in creating dialogic learning opportunities on their campuses. The four-day curriculum emphasizes: • • • •

Exploring the intergroup dialogue course framework Understanding methods for training and supporting dialogue facilitators Participating in engaged learning through activities commonly used in intergroup dialogue courses Strategizing the development and support of academic and co-curricular programs

This year IGR used a digital application based platform for disseminating materials, thus eliminating printing costs and providing easy accessibility to the schedule, handouts, presentations, surveys, and social media in real time.

The Institute continues to yield a high demand and registration fills quickly. As a result, IGR continues to have a robust stream of consultation requests from institutions on the waiting-list or for those who attended and now wish to garner more institutional support with a campus workshop to deepen their knowledge about the program.

2019 National Intergroup Dialogue Institute participants

ANNUAL REPORT 2018-2019: Advancing the Field

2015 Annual Report 21

21

Administrative & Communications LSA and Student Life processes and storytelling New video series IGR produced an exciting new series of videos to tell the story of the impact of the program. The series is made up of three short videos that answer the questions: What is IGR?, What is Intergroup Dialogue?, and What is PeerLed Facilitation?

Screen still of video: What is IGR? https://vimeo.com/umigr

Website engagement comparison 2017 - 2019 GOOGLE ANALYTICS

222015 Annual Report

22

ANNUAL REPORT 2018-2019: Administrative & Communications

PUBLICATION: COMMUNITY ANNOUNCEMENTS - the social justice newsletter

March

February

April

January

November

October

December

OPEN RATE OF NEWSLETTERS FROM OCT 2018 - APR 2019 TO A MEDIAN AUDIENCE OF 1,085 RECIPIENTS

Community Announcements is IGR’s student-facing newsletter that disseminates social justice opportunities from the program and campus. The newsletter continues to perform higher than the “Industry average open rate” of 18% with an average open rate of 25%.

BUDGET REVENUE OVERVIEW

Consultation 2%

Gifts 2%

Institute 8%

Student Life

LSA 39%

Student Life 49%

LSA IGR Institute IGR Consultation Gifts

Budget allocation from Student Life and LSA remain consistent in comparison to the last couple of years.

Student Life provides funding for eight full-time staff members and LSA provides funding for five full-time faculty members, together they fund two part-time lecturers and two emeritus faculty performing administrative work.

The demand to attend The Institute was high which resulted in having a waiting list. Consultations also saw increased demand and forecasts for this revenue will remain consistent throughout 2019/20. IGR experienced a spike in gift-giving for 2018/19 and will continue to increase engagement with friends and alum of the program.

ANNUAL REPORT 2018-2019: Administrative & Communications2015 Annual Report

23

23

STAFF AND FACULTY Haleemah Aqel, Program Coordinator Charles Behling, Emeritus Faculty Member Hamida Bhagirathy, Senior Program Manager Mark Chesler, Professor Emeritus of Sociology Roger B. Fisher, Associate Director Patricia Gurin, Nancy Cantor Distinguished University Professor Emeritus and Research Director Stephanie Hicks, Lecturer III Scott Hwang, Associate Director Donna Rich Kaplowitz, Co-Director Caroline Kim, Former Assistant Director

University of Michigan 1214 S. University, 2nd Flr, Suite B Ann Arbor, MI 48104

Phone : (734) 936-1875 Email: IGR.Info@umich.edu www.igr.umich.edu

Alex Kime, Lecturer I Kelly Maxwell, Former Co-Director Alice Mishkin, Lecturer I Henry Mochida, Communications Specialist Shana Schoem, Assistant Director Laxmi Shastry, Former Program Manager Lori Sherman, Administrative Assistant Senior Monita C. Thompson, Co-Director Anti’Shay Thurman, Student Administrative Assistant Intermediate Cesar Vargas-Leon, Program Manager