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Polishing your Social Justice Training

Join Scott Cooke, Residence Life Coordinator at Texas Tech University, for a session on successful social justice training practices. Reflect on the needs of your department and students, create a social justice network, and gain resources to enhance your training.

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Polishing your Social Justice Training

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  1. Polishing your Social Justice Training Presenter Scott Cooke, Residence Life Coordinator Texas Tech University

  2. Disclaimer Each University and department is different and the needs of the students at each university are different. The goal of the session is to equip you with successful practice Texas Tech’s, University Student Housing has implemented since the Spring of 2016.

  3. Ground Rules Be accepting. Everyone has unique experiences, and discounting them can be hurtful and unhelpful. Be respectful. If someone is talking, pay attention. Reflect on what a person is saying and why they are saying it before jumping in with a response. Be willing to think deeply and be uncomfortable. The more honest and reflective we are, the more we can learn. Honesty makes this activity work. Be honest about who you are and how you understand your experiences. On a similar level, courage is also important. If no one is willing to share, learning and development will be limited. When discussing and processing after the activity, realize that not everyone has the same experiences. If something offends you, let that person know, but try to do so in a productive manner that promotes more discussion. Confidentiality – What people share is theirs to share, no one else’s. You my share your own thoughts and identities outside of this room, but do not share what anyone else says or how they acted during the activity. Lean into the discomfort.

  4. Goals • Reflect and assess the needs of your department • Reflect and assess the needs of your students • Create a social justice network within the region • Give you resources to build your social justice training

  5. Average “Joe’s”

  6. Formal Trainings

  7. Who lives on your campus? • On a piece of paper or in your small group talk about who lives on your campus? • Type of Student live in your halls? • Geographically here they come from? • What is the ethnic breakdown of your on campus population? • How prepared are your students to be in college? • How does your staff reflect this?

  8. Climate at Texas Tech To understand how to help our students, we have to know who are students are.

  9. Fall 2015 New Freshmen Applied, Admitted, and Enrolled Fall 2015 New Students by College Texas Tech Social Justice Climate Who are our Freshman? • 5,620 Incoming Freshman - • 2,748 Males (53%) • 2,412 Females (47%)

  10. Fall 2015 New Freshmen by Ethnicity Fall 2015 New Freshmen by Ethnicity Texas Tech Social Justice Climate Who are our Freshman?

  11. Fall 2015 Distribution of New Freshmen from Texas by 100 Mile Increments Fall 2015 Total Enrollment by Geographic Origin 100 Miles 14.22% 200 Miles 7.85% 300 Miles 28.48% 400 Miles 27.97% 500 Miles 20.40% Over 500 Miles 1.08% Texas Tech Social Justice Climate Where are they coming from?

  12. Fall 2015 New Undergraduate Transfer Students by Ethnicity Texas Tech Social Justice Climate Lets not forget our Transfers?

  13. Who works with these students? • On a piece of paper or in your small group talk about who lives on your campus? • Type of Staff working in your department? • What is your staffs understanding of Social Justice? • What do they need to know to be successful?

  14. Departmental Reflection of Social Justice Needs • Who is going to be at training? • What skills do those in your department have? • What skills do those in your department need? • How are you teaching Social Justice?

  15. UHSs Reflection of Social Justice Needs • Who is going to be at training? • Student staff to our CHO • What skills do those in your department have? • Varied level of skills and understanding • No benchmark or understanding • What skills do those in your department need? • Begin to understand their own identity and what intersectionality is • The ability to confront inappropriate behavior • How are you teaching Social Justice? • No lecturing! • Interactive “program style” session

  16. Who from your department is supportive of SJ and who should be supportive • Who's job is it supportive Social Justice initiatives? • Professional Staff? Specialty Staff? Committee Members? Passionate People? • What is your responsibility • Education • Professional Development • Accountability

  17. Ongoing Development

  18. Current Set up • Social Justice Specific positions • Residence Life Coordinator for Social Justice, full time professional • Social Justice Advocates, student staff dedicated to social justice • Social Justice Committee • Currently chaired by an Assistant Director of Operations • Make up of full time and graduate staff within ResLife and SJAs • Civility Committee • Make up of professionals from all of University Student Housing to celebrate and look at diversity at a departmental level

  19. Responsibility of Social Justice Committee Members ResLife Professionals Be aware of Social Justice needs in buildings or specialty area Address conversations with student staff Aid in social justice training • Create and implement all trainings • Host monthly developments • Departmental wide • Online development for students • Host traditional programs • Hunger banquet • Tunnel of Oppression • Diversity week program • Develop smaller programs for on campus students • Program in the halls when requested

  20. Responsibilities continued Social Justice Advocates All other Student Staff Confront any socially charged incidents in the halls Request committee to program on the floor/in the building • Work 20 hours on social justice projects • Bulletin boards • Develop programs • Attend social justice committee • Program in the halls when requested

  21. What We’ve Created • Lesson Plans • All Training • All Program • All Developments • Same Format • Currently over 20 active lesson plans created covering identity, privilege and oppression. • Also 15 more passive developments for office staff

  22. Where we are going • Foundational understanding • Departmental understanding of identity and intersectionality • Skills to hold a difficult conversation • Focus on institutional needs • Developing student population supports • Getting more programing in the halls

  23. Open Floor Thank you for listening to me, now lets listen to each other

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