In this talk, Dr. Morrow discusses the limitation and impacts of mainstream diversity efforts through a technique called Black Queer Revolutionary Selfhood. This talk invites participants to consider the central question: What might it mean to center Blackness, queerness, and joy within higher education research?
inclusion
QualLab Lunch with Dr. Leslie Morrow
The QualLab is excited to welcome Dr. Leslie Morrow, 2022 Dean’s Postdoctoral Fellow at OSU’s College of Education and Human Ecology for our next QualLab Lunch! Join us on Thursday, March 21 2024, noon – 1 P.M, for Dr. Morrow’s lecture on “Navigating the Paradox: Black Queer Revolutionary Selfhood and the Limits of ‘Diversity.'”
In this talk, Dr. Morrow discusses the limitation and impacts of mainstream diversity efforts through a technique called Black Queer Revolutionary Selfhood. This talk invites participants to consider the central question: What might it mean to center Blackness, queerness, and joy within higher education research?
QualLab Lunchtime Lecture Series: Manageable Subjects: Trans Childhoods and Civic Learning in the Elementary Classroom (Zoom)
The QualLab is excited to welcome Dr. Harper Keenan, inaugural Robert Quartermain Professor of Gender and Sexuality Research in Education at the University of British Columbia, for our first QualLab Lunch of 2024! Join us on Thursday, January 18, 2024, noon – 1 P.M, for Dr. Keenan’s lecture on “Unmanageable Subjects: Trans Childhoods and Civic Learning in the Elementary Classroom.” Registration is open now.
In this lecture, Dr. Keenan discusses the epistemological and pedagogical impacts of positioning trans people as unmanageable subjects within the context of K-12 schools in the United States. This talk invites participants to grapple with two focal questions:
How might educators and scholars embrace this unmanageability? What might it look like to practice civic education that resists rigidly scripting the world, including who children can be and become within it?
Fall 2023 Speaker Series: Incentivizing Equity? The Effects of Performance-Based Funding on Reducing Racial Disparities in College Completion (Zoom)
Friday, September 8, 12:00 pm – 1:00 pm: Dr. Monnica Chan, Assistant Professor of Higher Education, University of Massachusetts-Boston (UMass-Boston)
Title: Incentivizing Equity? The Effects of Performance-Based Funding on Reducing Racial Disparities in College Completion
Dr. Monnica Chan
Bio
Monnica is an assistant professor of higher education at the University of Massachusetts-Boston. Her research examines how higher education policies and practice provide (and limit) students’ opportunities to earn a credential. Of particular interest is how students pay for college – through traditional financial aid, employment, and other resources – and the implications for students’ academic and long-term success.
Prior to joining UMB, Monnica was the director of policy and research at the New England Board of Higher Education.
Monnica earned her Ph.D. in Educational Policy and Program Evaluation from the Harvard Graduate School of Education.
Register
The Ethics of Research on Pregnant Participants
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Addressing Equity and Inclusion in Your Research Mentoring (Faculty Only)
Attendance is limited to 25 faculty members from any discipline although many of the case studies come from STEM fields.
Prior to attending the workshop, participants will need to complete a 40 minute online module. This awareness-raising activity will help mentors take full advantage of the workshop.
This workshop is designed for mentors of undergraduate and graduate students, postdocs, and junior faculty. During this workshop, participating faculty will learn how to acknowledge the impact of conscious and unconscious assumptions, privilege, and biases in the mentor-mentee relationship. Through group discussion, case studies, and role play, mentors have the opportunity to learn and practice mentoring skills that deal with diversity matters.
Register here
Addressing Equity and Inclusion in Your Research Mentoring – Virtual Workshop (Faculty Only)
Date: Nov. 8
Time: 3:00-5:00 pm
Location: Online via Zoom
Prior to attending the workshop, participants will need to complete a 40 minute online module.
Attendance is limited to 25 faculty members from any discipline although many of the case studies come from STEM fields.
This awareness-raising activity will help mentors take full advantage of the workshop. This workshop is designed for mentors of undergraduate and graduate students, postdocs, and junior faculty. During this workshop, participating faculty will learn how to acknowledge the impact of conscious and unconscious assumptions, privilege, and biases in the mentor-mentee relationship. Through group discussion, case studies, and role play, mentors have the opportunity to learn and practice mentoring skills that deal with diversity matters.
