Exploring Diversity People, Place, Culture, and Ecology

Bonner Summer Leadership Institute 2007 Hosted by Oberlin College • June 3-6, 2007

A Special Thank You:

The Bonner Foundation would like to thank Oberlin College for hosting this year’s Summer Leadership Institute. Staff and students have worked hard to make this event a rich one that celebrates diversity in the broadest and deepest ways, while also supporting the broader goals of building campus infrastructure, community impact, and student development. Thanks to:

• President Nancy S. Dye

• Dean of Studies Kathryn Stuart

• Bonner Center for Service & Learning Staff: Beth Blissman, Donna Russell, Andy Frantz, Victoria Yacobozzi, and Jennifer Koerner

• Director of the Multicultural Resource Center Eric Estes and MRC staff members who are helping to facilitate activities

• Ombudsperson Yeworkwha Belachew

• Student Leaders Charlotte Collins & Phoenix Forbes

• Conference Services Staff including Heidi Chambers, Molly Tyson and others

• Oberlin faculty, staff, and students who have helped to plan this SLI and make it a success

• All of the workshop presenters (36 sessions offered)

• All of the Diversity Reﬂection Sessions Facilitators, roughly 50 staff and students

• Everyone (including the Bonner staff and students) who have worked hard to make this happen

• and ALL OF YOU for being here to enjoy it with us.

Exploring Diversity People, Place, Culture, and Ecology

Table of Contents...... 3 Welcome to Oberlin...... 4 About the City and College...... 5 About the Bonner Center for Service & Learning...... 6 Full Agenda...... 7 Workshop Descriptions...... 13 Block 1...... 13 Block 2...... 15 Block 3...... 17 Special Speakers at All-Group Sessions...... 19 Out and About Service and Exploring Oberlin Options...... 21 Evening Social Options...... 24 Restaurants...... 25 Diversity Reﬂection Sessions and Resources...... 26 Team Rosters for Sessions ...... 26 Clusters Listing for Diversity Session #2...... 31 All Bonner Service Roster...... 32 Ground Rules...... 33 Deﬁnitions and Concepts...... 34 Being an Ally...... 35 Resources for Bonner Training & Enrichment...... 36 Other Web-Based Resources...... 40 Other Logistics and Emergency Information...... 42 Campus Map...... 43

Welcome to Oberlin from President Nancy S. Dye

On behalf of the students, faculty, and staff of Oberlin College, I want to welcome you to the 2007 Summer Leadership Institute sponsored by the Bonner Foundation. Many members of our community, and especially the staff of the Bonner Center for Service and Learning, have been working hard to prepare for your visit. We send our greetings!

Oberlin has great afﬁnity with the mission, values and goals of the Bonner Foundation. All the Bonner principles – civic engagement, international perspectives, social justice, community building, diversity, and spiritual exploration– are part of the fabric of this college. As our motto, “Learning and Labor,” suggests, Oberlin has long been guided by similar principles that give speciﬁc meaning and purpose to an excellent education. These include commitment to the life of the mind; conviction that music and the arts are central to human existence; commitment to social inclusion, diversity, equality, free exchange of ideas, and respect for all points of view; internationalism; responsibility for steward- ing the natural environment; and commitment to informed social and political engagement.

Oberlin has always held a conviction that men and women can change their communities —and the world at large—for the better. Oberlin, throughout our history, has taken pride in the ways our students and alumni have dedicated their intellects and their art to understanding human needs and ﬁnding constructive ways to meet them. We challenge and cultivate the creative spirit, encourage the process of discovery, expect mastery of craft, and promote development of the intellect. At Oberlin, the pursuit of knowledge is taken within a culture of integrity and driven by desire for achievement.

We are honored to partner with the Bonner Foundation in co-sponsoring this Summer Leadership Institute. We hope that every one of you –whether you are part of the Bonner family, students, or faculty from the Ohio Campus Com- pact network or other regional colleges, or representatives from community agencies– will ﬁnd the presentations engaging and enlightening for the essential work you do every day.

Welcome to Oberlin College and the Summer Leadership Institute. I hope you ﬁnd these days invigorating and inspir- ing.

President Nancy S. Dye

...and from the Bonner Foundation staf

on behalf of the Bonner Foundation, we thank Oberlin College for hosting and collaborating with us to share the 2007 Summer Leadership Institute. We are thrilled to be together as a community, one that is characterized by the spirit of friendship and Bonner Love and a shared commitment to make the world a better and more equitable place. We welcome you and hope that we will all embrace the themes of this Summer Leadership Institute: to explore diversity in its broadest and deepest sense, better understand its connection to our daily work, to grow as individuals and as a community, and to uncover the potential we have to collectively impact ourselves, our communities and our world. Thank you!

Oberlin’s Rich History

The roots of Oberlin College reach back to 1833 when two young missionaries, inspired by Alsatian pastor John Frederick Oberlin, resolved to found a college and colony on the western frontier “where they would train teachers and other Chris- tian leaders for the boundless most desolate ﬁelds in the West.” Currently, the city of Oberlin contains over 8,600 residents and was voted the best college town in the state by Ohio magazine. Commenting on Oberlin's rare combination of architecture, cultural attractions, and collegiate enthusiasm, Ohio Week recently called Oberlin "a jewel in Ohio's crown."

Oberlin College

Oberlin College, an independent coeducational institution, holds a distinguished place among American colleges and universities. Oberlin was the ﬁrst college to grant undergraduate degrees to women and historically was a leader in the edu- cating of African Americans. The College uniquely combines an outstanding professional school of music with a leading undergraduate college of arts and sciences. The Conservatory provides ﬂexible programs to prepare students as professional musicians and teachers of music. Deeply committed to academic excellence, the College of Arts and Sciences offers a rich and balanced curriculum in the humanities, social sciences, and natural sciences. Within that framework the College expects that students will work closely with the faculty to design an educational program appropriate to their own particular interests, needs, and long-term goals. Recognizing that diversity broadens perspectives, Oberlin is dedicated to recruiting a culturally, economically, geographically, and racially diverse group of students. Interaction with others of widely different backgrounds and experiences fosters the effective, concerned participation in the larger society so characteristic of Oberlin graduates. Oberlin seeks students who are talented, highly motivated, personally mature, and tolerant of divergent views. The Conservatory of Music in particular seeks talented musicians with considerable potential for further growth and development.

The Town of Oberlin

Oberlin has it all - the quiet life of a small town, the services of a large city, and the music and art of the world. It has been called the most cosmopolitan small town in America. The community has a rich and diverse history, representing many different cultures and interests. Oberlin's charm can be found in its many tree-lined streets, its historic downtown with unique shops and a variety of restaurants, and most importantly, in its people. In addition, a bike path winds through the community, perfect for outdoor enthusiasts and athletes. Easily accessible by ﬁve major highways, Oberlin is just a half hour drive from Cleveland and only twenty minutes from the shores of Lake Erie. The City of Oberlin has a rich and diverse history, representing a spectrum of cultures and interests. Until about 1861, Oberlin was a crucial stop on the Underground Rail- road for fugitive slaves who passed through on their way to Canada. This heritage will soon be further celebrated by the construction of an Underground Railroad Center on the south side of town. (For more information, see www.cityofoberlin.com, www.fourr.org/history_timeline.html and www.oberlin.org)

The Bonner Center for Service & Learning

Building on the energy and excitement of the 1980s, when student community service activity grew substantially, President Nancy S. Dye founded the Oberlin College Center for Service & Learning (CSL) in 1994-95. In her inaugural address, President Dye noted the need for “Oberlin’s heritage of social commitment and civic engagement now just as much as 160 years ago” to face the current crisis of alienation from the political system.

The establishment of the Center for Service and Learning enriched the college’s historic commitment to academic and artistic excellence coupled with the “conviction that a liberal education is not only a private good but also a social good.” (Adopted by the General Faculty and Board of Trustees, March 2005.) Social commitment and civic engagement were the essence of the ﬁrst program housed in the CSL, the Bonners Scholars Program. Funded by the Bonner Foundation, this community–service scholarship program began at Oberlin in 1992–93, and assisted students in becoming involved in the community as well as asking key political questions of power and privilege.

The CSL demonstrates that learning through engagement with society lends substance to the educational process, and has built infrastructure for student programming, support for faculty engaged in community–based learning, and strong relationships with individuals and organizations in the local area who understand and care deeply about the needs of the community. This has allowed signiﬁcant growth both in the number of students taking part in community service each year and in the range of programs available, and has made the CSL a catalyst for active engagement between Oberlin College students and the Lorain County Community.

To support Oberlin’s mission of enabling students to apply their knowledge and preparing graduates “who are humane, thoughtful, and inﬂuential actors in the world,” the Center for Service and Learning: • Develops programs that combine community involvement with the intellectual and artistic development of college students, such as the America Reads Program and the Bonner Scholars Program • Links students with community organizations that have both a strong need for volunteers or student workers and a desire to help students develop as leaders through the Community Service Work-Study Program (CSWSP) and the Community Service Resource Center (CSRC) • Assists faculty and students interested in Community–Based Learning (CBL) efforts, such as Academically-Based Community Serv- ice (ABCS) and Community-Based Research (CBR) courses • Builds a culture of service by sponsoring programs and events designed to enhance communication and interaction between the community and the College including the annual Day of Service for ﬁrst-years, Winter Term projects, Alternative Break Trips and Community Service Fairs

Thus, the Center for Service and Learning serves as a resource to students, faculty, staff and the wider community as they work together to address key issues in Lorain County, Northeast Ohio, and beyond.

In 2005 Oberlin was publicly recognized for a rich campus culture of civic engagement through inclusion in The Princeton Review’s publication entitled Colleges with a Conscience: 81 Great Schools with Outstanding Community Involvement. A student quote in this publication described the culture at Oberlin most articulately. “Oberlin is a fabulous institution because it is committed to civic engagement and has a long history of being an activist school. If one is interested in learning in a classic liberal–arts environment while also being involved in community betterment, Oberlin is a perfect choice.”

In April 2007 Oberlin College received an endowment from the Bonner Foundation and is pleased to announce that the name of the Center for Service and Learning will now be the Bonner Center for Service and Learning.

Agenda: Exploring Diversity June 3-6, 2007

Sunday • June 3, 2007

3:00 pm Registration and Check In Science Center Atrium - 5:30 pm

4:30 pm Diversity Session Facilitators Science Center Room 154 - 5:15 pm Gathering

5:30 pm Dinner Stevenson Dining Hall - 6:30 pm Please be in line by 6:00 pm

6:45 pm Opening Session Science Center West Lecture Hall - 7:45 pm Featuring President Nancy S. Dye of Oberlin College, Dean of Studies Kathryn See bios on page 19. Stuart, Professor Booker Peek, President Wayne Meisel of the Bonner Foundation, Charlotte Collins, Bonner Scholar at Oberlin College, and Osama Sabbah, Bonner Scholar at Guilford College

7:45 pm Send off for All Bonner Service Student Participants

8:00 pm Diversity Reflection Session #1 See your nametag for group number. - 9:30 pm Join your diversity reflection team for the first small group activity Page 26 begins a listing of groups

9:45 pm Orientation Sessions for Congress Science Center Atrium & upstairs lounge Representatives and Senior Interns

9:30 pm - Social Activities Cat-in-the-Cream 12:00 am Lots of community building time with bil- See page 24 for more information. liards, bowling and more

Exploring Individual and Cultural Diversity Monday • June 4, 2007

8:00 am Breakfast Stevenson Dining Hall - 8:45 am Please be in line by 8:30 am

8:45 am Local All Bonner Service: Meet for daily In front of Stevenson Dining Hall departure to sites

9:00 All Group Session: Exploring Science Center West Lecture Hall - 9:45 am Individual and Cultural Diversity Featuring Bonner student representatives and Professor Justin Emeka

9:45 am Break with snacks Hospitality Area of Science Center Atrium - 10:00 am

10:00 am Workshops Block 1: featuring Individual and Cultural Diversity Focus • See Descriptions - 11:00 am and Locations on Page 12-13 • Creating a Climate for Campus Diversity: What Do We Mean? • Diversity through Media and the Effects of Social Satire • Embracing Religious and Spiritual Diversity • From Experience to Expertise: Bridging Service Immersion Experiences to Broader Social Issues • Peace, (Bonner) Love, & Social Justice • People Like Us: Exploring Social Class and Race in America • Race Dynamics in Community Work • Report to the United Nations • Silent Suffering: Strategies for Intervening in Injustice in Nicaragua • The Policy Options.org initiative: Starting a Bureau and Recruiting Faculty (targeting administrators) • The Swiss Army Knife Approach: Service, Diversity, and Meeting Community Needs • Translating Bonner Service into Career Opportunities

11:00 am Break with snacks Hospitality Area of Science Center Atrium - 11:15 am

11:15 am Workshops Block 2: featuring Individual and Cultural Diversity Focus • See Descriptions - 12:15 pm and Locations on Page 14-15 • Celebrating Cultural Diversity with Children through Community and Campus Connections • Connecting Service to Public Policy: The Potential for Students Community-Based Policy Research (targeting students) • Deconstructing White Privilege • Female Self Respect...Body, Mind & Soul; Life Changing Goals • Freedom of Religion; Freedom from Religion: China's Approach • Navigation Tools for the Road Map • Rebuilding a Broken City: Service Immersion Trips to New Orleans • Service Across Race and Class Differences • The Latino Education Path: Why Is It So Difﬁcult? • The National Coalition Building Institute: A New Paradigm of Inclusion • The Palestinian - Israeli Conﬂict

Exploring Individual and Cultural Diversity Monday • June 4, 2007 (continued)

12:15 pm Lunch Stevenson Dining Hall - 1:15 pm Please be in line by 12:45 pm

1:30 pm- Diversity Reflection Session #2 Attend a cluster with your team. 3:00 pm Join the second diversity reflection ses- See page 31 to find out where your team sion with your team and others in a clus- goes. ter.

3:15 pm- Out and About Programming Options Bonner Congress and Senior Interns are 5:15 pm Six great service sites including: strongly encouraged to join one of six service sites in Oberlin for the afternoon. • Boys and Girls Club • Friends of the Underground Railroad Staff are welcome to join also. Or take advantage of local options to explore Oberlin. • Firelands Chapter of the Western Re- serve Land Conservancy See page 19 for the listing of sites. All sites • Oberlin Juneteenth Celebration will meet in the Atrium of the Science Center • Oberlin Community Services to follow their team leaders. • Save Our Children

5:30 pm Local All Bonner Service participants Join dinner return from sites

5:30 pm- Dinner Stevenson Dining Hall 6:30 pm Please be in line by 6:00 pm

6:45 pm- Poster and Table Fair Science Center 7:45 pm

8:00 pm- Administrators’ Reception Oberlin’s Bonner Center for 9:30 pm All Directors, Coordinators, Faculty, and Service & Learning Community Partners are welcome 68 Professor Street (#6 Lewis House on the map)

8:00 pm Evening Movie Options including: See page 37 for full descriptions of movie on listings • Black Is, Black Ain’t (Craig Hall) • People Like Us: Social Class in Amer- ica (West Lecture Hall)

10:30 pm Night Volleyball or other options Outside near gym

If you fear it, walk towards it. ~ James Baldwin

Exploring Ecological and Bio-Diversity Tuesday • June 5, 2007

7:00 am Interfaith Worship Service with Wayne Meet in Science Center Atrium Meisel, President of Bonner Foundation

8:00 am- Breakfast Stevenson Dining Hall 8:45 am Please be in line by 8:30 am

8:45 am Local All Bonner Service: Meet for daily In front of Stevenson Dining Hall departure to sites

9:00 am- All Group Session: Building a Sustainable Science Center West Lecture Hall 9:45 am Foodshed in Northeast Ohio Featuring Bonner Center for Service & See page 20 for bios. Learning community partners and the New Agrarian Center - Brad Masi - Maurice Small

9:45 am Break with snacks Hospitality Area of Science Center Atrium

10:00 am - Workshops Block 3: featuring Ecological and Bio-Diversity Focus • See Descriptions and 11:00 am Locations on Page 16-17 • Alaskan Biodiversity • Love in the ‘Hood (continuing the morning conversation) • China-Social and Environmental Changes Will Impact Sustainable Development Goals • Community Based Learning That Goes Both Ways • Creating a "Dream Team”: Learning Communities • Ecosocial Context and Toxic Tours: Key Aspects of Social Justice Work • Hot Topic for a Bonner Meeting: Environmental Justice • Invisible Children: Fighting Genocide in Africa through a Local Movement • Oberlin College’s Service & Learning Program in Applied Research • Reflection 101: Reflect on the Service and Learn How to Run Effective Reflection • Sustainability on a Liberal Arts Campus • Taking It Back: How to Facilitate Difficult Dialogue on Our Campuses

11:00 am Break with snacks Hospitality Area of Science Center Atrium

11:15 am - Sessions by Track 12:15 pm

Congress and Senior Interns: Ready, Go, Wilder Main and breakouts Get Set: a special training to be provided by Wayne Meisel and members of the Bonner Congress; Senior Interns with Beverly Pﬂuger and Ariane Hoy

Bonner Program Administrators Session: Science Center West Lecture Hall Administrators, faculty, and community partners: please join a session that will cover important Bonner Program goals, strategies, and priorities. Presentations by Bonner Foundation staff Robert Hackett, Erin McGrath, Christen Foell, and Ariane Hoy

Exploring Ecological and Bio-Diversity Tuesday • June 5, 2007

12:15 pm- Lunch Stevenson Dining Hall 1:15 pm Please be in line by 12:45 pm

1:30 pm- Diversity Reﬂection Session #3 Go back to your team space from 3:00 pm Join the third diversity reﬂection session with session #1. your team.

3:15 pm- Additional Training for Congress Students in Wilder Main and 5:15 pm and Senior Interns classrooms Continuation of Ready, Go, Get Set

Additional optional meetings for Science Center Atrium with breakouts administrators in 154, 155, 254, 255 - PolicyOptions.org - Others may be announced

5:30 pm Local All Bonner Service participants return Join dinner from sites

5:30 pm- Dinner Stevenson Dining Hall 6:30 pm Please be in line by 6:00 pm

6:45 pm- Poster and Table Fair Science Center 7:45 pm

8:00 pm on Talent Show, hosted by Bonner Congress Cat-in-the-Cream Following the Talent Show, the Cat-in-the- Cream will stay open with billiards, bowling, games, and other options.

Whatever you have to say, leave the roots on, let them dangle And the dirt Just to make clear where they come from ~C. Olson

Taking It Home Wednesday • June 6, 2007

8:00 am- Breakfast Stevenson Dining Hall 8:45 am Please be in line by 8:30 am

9:00 am- Taking These Themes Home Science Center West Lecture Hall 10:30 am Starting together and with one ﬁnal diversity then break outs team check in, then breaking into campus planning time

10:30 am Away All Bonner Service participants Join Community Meeting at 10:45 am return to campus

10:30 am - Break Hospitality Area of Science Center 10:45 am Atrium

10:45 am - All Group Community Meeting Science Center West Lecture Hall 12:00 pm Presentation from All Bonner Service Groups Sharing of What People are Taking Home

Departure Note: since lunch is not provided, we en- Cat-in-the-Cream courage you to try a local restaurant, see page 40

“The end is reconciliation; the end is redemption; the end is the creation of the beloved community” ~ Dr. Martin Luther King, Jr.

12 Block 1 • Workshops Monday 10:00 am to 11:00 am Please join one of the following 13 elective workshops. There is a 15 minute break between all sessions

Creating a Campus Climate for Diversity: From Experience to Expertise: Bridging What Do We Mean? Service Immersion Experiences to Broader • Uchenna Duru, Bonner Congress Representative, Rider Univer- Social Issues sity • Preston Fields, Director of Volunteer Services, Maryville Col- This workshop is about everyone working together to lege explore the meaning of the word diversity and how it Over the past few years, Maryville College has assigned correlates to our interpretation of what constitutes as a each first year class a specific social issue that directly diverse campus. In addition, we will discuss the simi- relates to their first year Bonner trip. Through a com- larities and differences between having a campus that is bination of peer led workshops, the first year experi- accepting of diversity and one that celebrates diversity ence and then social action during their upper class among its faculty, staff, social organization and clubs, student years, we have developed a simple model that students, and community. leads students from service experience to reflection and Wilder 109 then, finally, to expertise. In this workshop, Maryville College would like to share their experience, as well as Diversity through Media and the Effects of brainstorm with our fellow Bonner Schools new ways to connect first year service experiences to larger social Social Satire issues. • Mike Austerlitz, Susy Castillo, Yicell Hodge, Kevin Wilder 110 McGowan, Ruth Orellana,and CJ Staples, various Coordina- tors, Middlesex County College Are kids exposed to the importance of diversity as Peace, (Bonner) Love, & Social Justice much as they should be? With the rising popularity of • Sarah Ryan, Director, and Valerie Rudolph, Coordinator, controversial and highly satirical television (Chappelle Hartman House for Civic Education, DePauw University Show, South Park), are children given a false picture of Join us for an interactive dialogue on how a campus- what diversity should be? This workshop will explore based center for peace and justice supports the Bonner ways in which children and young adults are influenced Common Commitment to social justice. We will talk by the media they absorb, both negatively and posi- about how DePauw’s peace and justice center works, tively. Participants will be asked to look at popular including on and off campus programming, staffing forms of media and the effects of social satire on the and structure, and organizations with which we part- younger generation. After briefly looking at the ap- ner. We will address the role of Bonners within the proach of the Middlesex Bonner Program, where me- center and the potential for increased administrative dia arts are used as tools for education and civic en- collaboration. As educators, our primary purpose is to gagement in its after-school programs, participants of support and challenge students as they travel along the this workshop will be organized to create their own continuum of civic engagement. All are welcome and means of properly teaching children the difference encouraged to share their ideas. between satire and reality. This process can and will Science Center 154 help participants explore these issues with similar methods in their own campus communities. People Like Us: Exploring Social Class and Science Center 255 Race in America • Alyssa Clark, Thomas Shannon, and Julie Scherer, Bonner Embracing Religious and Spiritual Diversity Congress Reps, Oberlin College • Crystal McLaughlin, Director of Student Development, Oxford Are all Americans created equal— or are some more College of Emory University equal than others? This workshop will examine the Oxford College of Emory University is fortunate to ways in which social class and race determine social have a very diverse student body, and in particular with and economic opportunity. It will also push participants regards to religious diversity. At Oxford, students em- to explore ideas pertaining to self-perception, expecta- brace religious differences and are eager to learn and tions, and the ways in which we classify each other. celebrate many different religious backgrounds. Learn Wilder Main more about activities and approaches used to enhance religious differences that are so divisive in the world at large. Wilder 315 (continued on next page)

13 Race Dynamics in Community Work The Swiss Army Knife Approach: Service, • James Shields, Bonner Director, Guilford College Diversity, and Meeting Community Needs This workshop will explore the how our notions of race • Ellen Hill, Bonner Leader Program Director and Laura Me- can effect our service in the communities we serve. givern, Bonner Leader Program Coordinator, Johnson State Participants will have the opportunity to discuss their College understanding of race and share their experiences in Join our presentation and open discussion of how to service where race played a major role. create service experiences that support diversity, stu- Science Center West dent engagement, and meeting real community needs. Learn how Johnson State College (in rural Vermont) is innovating and making it happen! Share some of your Report to the United Nations own campus’s ideas and best practices. • Jackie Miles-Johnson, Bonner Director, Morehouse College Wilder 220 In this interactive workshop, participants will be engaged in naming some of our most profound social Translating Bonner Service into Career Op- issues that are global in their impact (health care, hun- ger, terrorism, crime, etc.). We will discuss some of the portunities statistical data that has been researched on these issues, • Derric Watson, Service Learning & Career Development Di- to explore the intensity of each issue. Then based on rector, Earlham College the groups that identiﬁed each issue as most important Targeted at students, this is a resume workshop with to them, we will read a statement from the United Na- the goal of assisting Bonner Scholars and Leaders in tions and work as a team to resolve some of these is- putting language to the their experiences, development sues. Each group will have a spokesperson and will and learning. We’ll focus especially on how to translate submit their report to this model U.N. Join us. your experiences in service and with diversity into mar- Wilder 115 ketable skills for employment. Science Center 254

Silent Suffering: Strategies for Intervening in Injustice in Nicaragua • Lauren Parham, Bonner Senior Intern, Carson-Newman Col- lege Innocent lives are lost as proﬁt-seeking companies con- tinue to exploit thousands of desperate and impover- ished Nicaraguans. This injustice wages on as much of the world remains unaware. It's time for change. We have the power to reverse this injustice, and in turn bring hope, and restoration to a nation in silent suffering. Science Center Craig

The Policy Options.org initiative: Starting a Bureau and Recruiting Faculty (targeting administrators) • Bobby Hackett, Vice President, Bonner Foundation Come learn how to incorporate policy research into the work of your center and Bonner Program. You’ll be introduced to PolicyOptions.org, a Bonner-led initiative and ﬁnd out how to start a bureau on your campus. Strategize about recruiting faculty and senior leadership buy-in. Learn about how students and faculty are already incorporating community-driven, policy research projects into academic courses and internships. Learn more about how this summer’s Trenton Policy Options pilot is going. Science Center 257

14 Block 2 • Workshops Monday 11:15 am to 12:15 pm Please join one of the following 12 elective workshops. There is a 15 minute break between all sessions

Celebrating Cultural Diversity with Children Female Self Respect...Body, Mind & Soul; through Community and Campus Connec- Life Changing Goals tions • Jasmine Bundy, Bonner Leader, Middlesex County College • Susan Mead, Director of Service Learning and the Bonner Regardless of race or ethnicity, social status and educa- Program and Assistant Professor of Sociology, Ferrum College tion, females have the abilities and capabilities to de- How can a dozen college students make interactive termine their success. Being true to oneself puts all presentations about seven different racial and ethnic things within ones reach. Come explore a holistic sense groups to all the fourth graders in a rural county—in of female self-respect. just three hours? This workshop will show how this Science Center 154 very feat has been accomplished three years in a row through Ferrum College’s Appalachian Cluster pro- Freedom of Religion; Freedom from Religion: gram. Come learn and discuss youth-oriented diversity resources and activities that Bonner students and pro- China's Approach grams can use in a variety of settings—including com- • Ann and David Wilson, Co-Founders, Volunteers for China munity service sites, classrooms, and festivals—to cele- Christianity first came to China over 1500 years ago brate cultural diversity within the United States (and and today is recognized as one of the five official relig- beyond). ions. When the Communist Party became the gov- Science Center 255 ernment leadership in 1949, all foreign missionaries were expelled. Many leaders and members of all relig- ions were sent to the countryside to be reeducated dur- Connecting Service to Public Policy: The ing the Cultural Revolution. Through a little known Potential for Students Community-Based intervention by then President Jimmy Carter, the latest Policy Research (targeting students) constitution of China, and the willingness of the Chi- • Bobby Hackett, Vice President, Bonner Foundation nese leadership to respect the desires of the people, "freedom of and freedom from" religion is the law of Are you interested in understanding the causes and the land. As a result Christian churches started reopen- potential solutions to the issues you confront through ing after 1979 and new churches are opening monthly. service? More importantly, are you interested in doing research for a community group or government agency Wilder 115 looking for policy options or model programs that successfully address these issues? Come learn about the Navigation Tools for the Road Map PolicyOptions.org initiative and our plans for piloting it • Anne McKee, Campus Minister and Bonner Director and Pre- on campuses in the Bonner network. Learn about how ston Fields, Bonner Coordinator, Maryville College students and faculty are incorporating community- Maryville's student development model is centered on a driven, policy research projects into academic courses Road Map, which students use to help identify land- and internships. In particular, we’ll look at examples marks and set goals in each area covered by the Bonner that dovetail with the themes of diversity and how we Program. The Road Map integrates the Common encounter the effects of ongoing inequity within our Commitments, the progression from Exploration to work. Experience and beyond, and allows students to see how Wilder 109 academic experiences connect to the service experience. This individualized model may be helpful to you, Deconstructing White Privilege if you are struggling with students who seem to get lost • Cindy Babington, Dean of Students, DePauw University; on the way to graduation. They might just need a good Sarah Ryan, Director of the Hartman House for Civic Educa- map! tion and Bonner Scholars Program Science Center 254 Utilizing the Horatio Alger Walk and Peggy McIntosh’s Invisible Knapsack as the vehicles for our dialogue, we (continued on next page) will explore the complex issues of white privilege, which are often unseen by some. The workshop will focus on both the individual experiences of participants as well as the systemic implications for our work across campuses and communities. People of all races and ethnicities are welcome and encouraged to attend this experiential and discussion-based workshop. Wilder Main

15 Rebuilding a Broken City: Service Immer- The National Coalition Building Institute: sion Trips to New Orleans A New Paradigm of Inclusion • Erin McDonald, Assistant Director of Service for Social Action • Rina Tovar, Associate Dean of Students, Stetson University Center, Wheeling Jesuit University This year, Stetson University formed its first chapter of This workshop will be a place for sharing of best prac- the National Coalition Building Institute. This move- tices, including Wheeling Jesuit University’s work in ment has introduced a new paradigm of prejudice partnership with Catholic Charities of New Orleans. reduction to our community. It has empowered stu- WJU has made five powerful service immersion trips to dents, faculty and staff with the tools needed to con- the city of New Orleans to help the poor, elderly and front inappropriate comments and behaviors through disabled clean out and rebuild their homes post Hurri- active listening and engaging the person in thought- cane Katrina. We will highlight our community en- provoking dialogue. The NCBI model helps partici- gagement projects, prayer services, reflection journals, pants to: celebrate their similarities and differences; and service experiences with other students, staff and recognize the misinformation they learned about vari- faculty. ous groups; identify and heal from internalized oppres- Wilder 110 sion—the discrimination members of an oppressed group target at themselves and each other; claim pride in group identity; understand the personal impact of Service Across Race and Class Differences discrimination through the telling of stories; and learn • Jana Schroeder, Bonner Scholars Program Coordinator, Earl- hands-on tools for dealing effectively with bigoted ham College comments and behavior. This session will demonstrate Many people choose to do service with groups or in a few of the activities participants engage in during a communities where most or all of the people they are NCBI workshop. The presenter will share her personal working with are of a different race, class or cultural story of empowerment through the NCBI process as a background than they. This experience often raises white woman trying to combat prejudice in her world. tough questions, especially when the person doing serv- Wilder 220 ice is coming from a position of privilege in compari- son with the people and community being served. How can someone in this position approach his or her work The Palestinian - Israeli Conflict in a way that will provide the greatest benefit/least • Osama Sabbah and Faris Khader, Guilford College harm to the community being served? How does a Come learn about the roots of the Palestinian-Israeli person know if and when she or he has earned the conflict from two Guilford College students who grew right to speak and act in a community that is not his or up there during the Intifada. Learn about what day-to- her own? Are there times when the best service a per- day life has looked like for young people. Explore son can do is to leave a particular community? Come to strategies for eleminating this conflict and establishing a workshop that provides an opportunity to hear about peace. others’ experiences grappling with these and other Science Center Craig questions and to share with one another. The in-service is led by Jana Schroeder, Bonner coordinator at Earl- ham and a white, middle-class woman who worked for many years with low-income and working class prison- ers (both white and people of color) and their families. Science Center 155

The Latino Education Path: Why Is It So Difﬁcult? • Irving Zavaleta-Jimenez, Bonner Scholar, Guilford College This workshop will provide the audience with valuable information about the Latino population in the school system. Why is the drop out rate much higher than other groups? Why are they not progressing on to higher education? And most importantly, what can we do to end this trend? These and other questions will be discussed closely. Wilder 115

16 Block 3 • Workshops Tuesday 10:00 am to 11:00 am Please join one of the following 12 elective workshops. There is a 15 minute break between all sessions

The residents of Kendal at Oberlin believe in continu- Love in the ‘Hood (continuation of morning) ing education and hold a strong connection with the town and the college. Through this foundation support • Julia Nieves, Executive Director, Save Our Children and has been given to encourage the growth of students at Maurice Small, New Agrarian Center all ages. This presentation will discuss how the contin- Come and hear about how a faith-based youth-serving uum of care can both receive assistance from students organization integrates food consciousness and organic as well as provide a service back to those students gardening into programming. Save Our Children, a through the communication of life long learning as well non-profit organization formed out of the youth min- as the practical application of academics in one’s future istrties of Asbury United Methodist Church (Asbury business life. How this program started, how it has “UMC”), the oldest Historically Black Church in Ely- grown, and how it is maintained will be discussed. The ria, OH, provides intellectual, social and spiritual shared connection between Oberlin College and Ken- enrichment opportunities to “at-risk” children and dal at Oberlin is a wonderful model for other like op- youth who reside in South Elyria regardless of their portunities. gender, racial or religious background. Science Center 255 Science Center West Creating a "Dream Team”: Alaskan Biodiversity Learning Communities • Toua "Michael" Yang, Bonner Senior Intern, Keren Wright, • Katie Litle, Coordinator of McMaster Leadership Programs/ Bonner Congress Rep, and Charles Kwaning-Asare, Bonner Bonner Coordinator, Defiance College Congress Rep, University of Alaska Anchorage__ This workshop will share the model that Defiance Col- As three University of Alaska-Anchorage students, we lege has adapted to best prepare students for trips do- will present on the ecological biodiversity of Alaska. mestically and internationally. Through the McMaster Alaska has hundreds of different species of animals, School for Advancing Humanity, learning communities birds, and fish. By breaking Alaska into its three bio- are used to encourage curricular and co-curricular logical regions— Arctic, South Eastern, and Oceanic— learning among students and faculty. Various tech- this workshop will explain what unique wildlife Alaska niques are incorporated that focus on service and re- holds and what current threats exist to the fragile eco- search. Learn about ways in which your campus can systems. Come learn about Alaska’s biodiversity and create their very own "dream team" to fully get the what our campus service programs do to support it. most from their service and research experience in Wilder 110 other locations. The McMaster trips have also includes a variety of projects to support sustainability and devel- China-Social and Environmental Changes opment. Will Impact Sustainable Development Goals Wilder 109 • David and Ann Wilson, Co-Founders, Volunteers for China China has become a world economic power since 1994. Ecosocial Context and Toxic Tours: Key As- Exports and industrial development has driven the pects of Social Justice Work economy for this new World Trade Organization • Adrian Bautista, Associate Dean of Students and Beth Bliss- member. As the surge of wealth has come into the man, Director, Bonner Center for Service & Learning, Oberlin government coffers, social changes and environmental damages have drastically impacted the lives of the ma- College jority of the Chinese people. Management of the Take a visual tour of the exciting ecosocial context of country's wealth in relationship to providing social and Lorain County! More importantly, learn from experi- environmental improvements for meeting sustainable enced Bonner staff about integrating the concept of development goals will require extreme changes from ecosocial context into your Bonner Scholar or Leader current practices. Come learn about the social and program. As we work with our students to engage environmental changes ahead. ever-expanding global ecological challenges, such as global warming, we find that our worldviews have Science Center 257 shifted and reshaped the context in which all social change takes place. How do expand our community of Community Based Learning That Goes Both accountability to the entire earth community whose Ways very sustainability and survival are increasingly threat- • Michele Tarsitano-Amato, Director of Creative Arts Therapy, ened by human activity, while simultaneously recogniz- Kendal at Oberlin ing and confronting structural injustice? Join us as we share best practices and stories of challenge and suc- Kendal at Oberlin is a Continuing Care Retirement cess. Community in Oberlin, Ohio. Kendal was founded by a group of Oberlin residents who wanted to age in Wilder 115 place. The community of Oberlin is filled with educational and cultural opportunities in a small town setting. (continued on next page)

17 In this hands-on experiential session, participants will reflect on the service completed during Summer Lead- Hot Topic for a Bonner Meeting: Environmen- ership Institute Out and About activities and learn various reflection techniques that they can utilize dur- tal Justice ing future service activities. • Bro. Ed Zamierowski, Bonner Coordinator and Jana Strom, Wilder 220 Bonner Coordinator, University of Dayton Environmental justice, to many people, means respect- ing the Earth’s resources. While stewardship is impor- Sustainability on a Liberal Arts Campus tant, there is more to it. At the University of Dayton, • Nathan Engstrom, Coordinator of the Office of Environmental we include environmental justice in our curriculum of Sustainability, and Meredith Dowling, Assistant Sustainability weekly three hour meetings by addressing the idea that Coordinator, Oberlin College no group of people, based on race, ethnicity or socio- Sustainability in many ways represents the ultimate economic status, should bear an unfair share of nega- liberal art and as_such is fundamentally important to a tive environmental consequences like pollution or waste liberal arts college. A community_that recognizes the disposal. American’s disproportionate use of non- interconnections between the environment, economics, renewable resources is also examined. We will share equity and esthetics is one that understands the dy- our reading list and multimedia resources useful in namic interactions of species and communities over facilitating a meeting as well as use small group discus- time and during changing ecological conditions. A sions to share your ideas. college that embraces sustainability commits itself to Science Center 254 instilling a consciousness of these interrelationships and developing the skills necessary to create new possibilities and extend our ecological imaginations through any Invisible Children: Fighting Genocide in Af- discipline, field, endeavor, or area_of study. rica through a Local Movement Science Center Craig • Susannah Bales and Sara Clarke, Pfeiffer University and Holli Clevenger and Anna Catherine-Hook, Lindsey Wilson College Taking It Back: How to Facilitate Difficult Can a story change the world? In the spring of 2003, three young Americans traveled to Africa in search of Dialogue on Our Campuses such a story. What they found was a tragedy that dis- • Jesse Gerstin and Melissa Hines, Bonner Scholars, Oberlin gusted and inspired them – a story where children are College the weapons and the victims. They discovered children Dialogue about difficult topics such as diversity, race, being abducted from their homes and forced to fight as gender, socio-economic differences, privilege, oppres- child soldiers. “Invisible Children” exposes the effects of sion, and power dynamics can be challenging to facili- a 20-year-long war on the children of Northern tate. As Bonners come from a diverse range of college Uganda. Come see provocative pieces of a movie that cultures, we will discuss best practices for facilitating started a movement and has impacted lives across the conversations regarding these difficult topics and how world. Then think about how your community and they might take place among different groups. Some campus could be involved. Learn about strategies for key components we will cover include, how our differ- promoting peace talks and assistance from the U.S. ent colleges vary in terms of campus culture and treat- Learn from the experience of students at Lindsey Wil- ment ofthese issues, laying ground rules in discussion, son and Pfeiffer about how to make a difference. listening to all parties, recognizing why these topics are Science Center 155 difficult to talk about in the first place, and how to over- come certain dialogue obstacles. Oberlin College's Service and Learning Wilder 315 Practicum in Applied Research: Good Policies Also Require Good Political Strate- gies to Service Not-for-Profits and Local and State Officials • Eve Sandberg, Associate Professor, Politics Department, Councilor at Large, City of Oberlin, and President, Strategic Research Inc. Civic engagement through policy research requires research skills and also knowledge of the political environment in which policy proposals will be introduced. This workshop identifies three successful approaches to undertaking such a service and learning course. It also explores the difficulties of evaluating student participation in community team work. Science Center 154

Reflection 101: Reflect on the Service and Learn How to Run Effective Reflection Activi- ties • Linda Arbogast, Oberlin Community Services

18 Special Speakers All Group Sessions

Locally, President Dye has found many ways to reach out Opening Session to the community of Oberlin, Ohio. Very early in her Science Center West Lecture Hall • presidency, she established the Center for Service and 6:45 pm - 7:45 pm Learning, which coordinates and promotes student service projects and civic engagement. During her tenure, she has been instrumental in saving the local hospital and in Charlotte Collins establishing a robust school-college partnership with the Originally from Swarthmore, PA, Charlotte Collins is a Oberlin City Schools. She initiated a program that en- rising senior at Oberlin College with majors in religion, ables graduates of Oberlin High School to attend Ober- economics and African American Studies. During sum- lin tuition-free. And she has successfully led an initiative mer 2006, Charlotte interned at the Bonner Foundation to establish a new graduate program at Oberlin in and organized the fall 2006 Bonner Congress meeting. teacher education. At the end of her 13th year of a She has served as a Bonner Congress Representative for highly successful presidency, President Dye is retiring two years and will be transitioning to the position of Sen- from Oberlin at the end of this month. She plans to de- ior Intern in upcoming academic year. Charlotte is ex- vote herself to international education and conﬂict reso- cited to ﬁnally welcome the Bonner Family to Oberlin! lution initiatives in south and central Asia.

Kathryn Stuart Booker Peek Dean of Studies, Oberlin College Associate Professor of African American Stud- Kathryn Stuart, Dean of Studies at Oberlin College, was trained as a pianist. She received her bachelor and mas- ies ter of music degrees in piano from the Eastman School of Mr. Peek has been at Oberlin since 1970, and has been a Music and a doctor of musical arts degree from Cornell member of both the Education and African American University in historical performance. She came to Ober- Studies Departments. Until he came to Oberlin in the lin in 1991 and has served as Associate Professor of Piano summer of 1964 to study the art of teaching, all of his Pedagogy, Conservatory Associate Dean for Academic education was under the South's strict racially segregated Affairs, Acting Dean of the Conservatory and Assistant conditions. In 1963, Booker Peek attended the famous to the President. In her position as Dean of Studies, "March On Washington" where Dr. King delivered his "I Kathryn Stuart oversees academic advising and issues of have a Dream" speech. He was jailed in Tallahassee, FL, student policy and student success in the College of Arts that same year for attempting to be served at a lunch and Sciences, Off-Campus Study, Office of International counter. Booker has built a fine reputation for his practi- Students, Winter Term, Bonner Center for Service and cal and theoretical knowledge about teaching in general Learning, Office of Career Services, and the Office of and the teaching of minorities in particular. His research Undergraduate Research. Before arriving at Oberlin, she interests focus on the academic challenges of black and was a member of the music faculty at SUNY Plattsburgh oppressed children and the production of materials and and Plymouth State College of the University of New programs designed to address these challenges. From the Hampshire. summer of 1970 to the present, Booker has run a program aimed at some of Oberlin's most at-risk children, entitled Words Are Very Empowering (WAVE). Thanks Nancy S. Dye to Booker, the College and many dedicated students, President, Oberlin College WAVE has been there for children who want help in any Nancy Schrom Dye was named Oberlin’s 13th president and all academic subjects, particularly during the sum- in 1994. She came to Oberlin from Vassar College where mer months. Booker can be contacted via email at she was Dean of the Faculty and chief academic officer. [email protected]. As a historian of modern American history she has focused her research on the history of American women and American workers. Her work as a historian has fo- Osama Sabbah cused primarily upon the integration of analysis of gen- Bonner Scholar and Sophomore, Mars Hill College der and social class. As Oberlin’s president she has led an Osama Sabbah is a sophomore Bonner Scholar at ambitious and successful plan to improve the College’s Guilford College, a Quaker institution in Greensboro, facilities for teaching science, including the state-of-the- NC. Osama grew up in Palestine, where he witnessed art science center where many of our sessions will be firsthand the pain and destruction of war around him held. During her tenure, Oberlin has also built the Adam and the deaths of loved ones. Attending the Friends Joseph Lewis Environmental Studies Center, which serves School, a Quaker high school, he learned of the potential as a campus laboratory for sustainability and as an inter- for peace and a different way. He was one of two stu- national model for sustainable design. dents who earned a scholarship to come to the U.S. to

19 Guilford. Osama was recently the victim of an unfortu- nate hate crime on campus, yet he maintains the desire for peace and reconciliation.

Followed by a Diversity Welcome including several facilitators representing Oberlin College, the Bonner Network, and the Bonner Founda- tion

Monday Morning All Tuesday Morning All Group Session: Group Session: Exploring Individual and Cultural Building a Sustainable Foodshed Diversity in Northeast Ohio Science Center West Lecture Hall • 9:00 am to Science Center West Lecture Hall • 9:00 am to 9:45 am 9:45 am

Justin Emeka Professor of Theater and African-American Brad Masi Studies Executive Director, New Agrarian Center Justin Emeka is a Visiting Professor of Theater and After graduating from Oberlin College in the early 1990s, African-American Studies at Oberlin College. He re- Brad tried to leave Northeast Ohio but got pulled back to ceived a B.A. in African-American Studies from Oberlin this exciting area. He is one of the co-founders of the College and an M.F.A. in Directing from the University Ecological Design Innovation Center (EDIC), which in of Washington in Seattle. He works professionally as an 2006 was re-named The New Agrarian Center (NAC). actor, writer, director, and capoeirista. His directing cred- NAC is committed to building a stronger and more sus- its include Dutchman, The Glass Menagerie, Macbeth, and A tainable regional food system in Northeast Ohio, i.e. a Raisin in the Sun. As well as original work including food system that promotes health in the broadest sense of Sankofa Theater, Pressure: A Hip-Hop Theater Experience, Where the word: healthy land, healthy communities, healthy the Wild Things At! and The Revolution Will Not Be Televised! individuals, and a healthy economy. Mr. Emeka is a member of Actors Equity and has per- Email: [email protected] formed at the Yale Repertory Theatre, ACT, the Intiman Theater, Seattle Children’s Theater, Langston Hughes Performing Arts Center, and the Seattle Group Theater. He has studied Capoeira Angola for over 12 years, and Maurice Small was one of the ﬁrst students of Mestre Jurandir, president Action Hero, New Agrarian Center of the International Capoeira Angola Foundation in the Maurice is a Cleveland native who is passionate about United States. access to fresh and healthy food. He has taken a lead role in the City Fresh initiative, a branch of he New Agrarian Center (NAC) that brings together ﬁfteen community Eric Estes partners from across Northeast Ohio committed to build- Director of the Multicultural Resource Center ing a just and sustainable food system for the region. Eric Estes is an Associate Dean and Director of the Mul- Maurice enjoys creatively breaking through the many ticultural Resource Center (MRC) at Oberlin College. barriers to accessing fresh, local, and nutritious foods He has a faculty appointment in Comparative American experienced by urban residents. Studies, teaches a couple of courses each year, and serves as an academic advisor. He received his B.A. in History Email: [email protected] from Trinity College and his M.A. in History, C.A.S. in Women’s Studies, and Ph.D. in History from Syracuse For more information about the New Agrarian Center, University. In graduate school, his work focused on how visit the website at www.gotthenac.org both gender politics and mass violence—war and genocide—shaped the relationship between women and the state. Since graduate school, his interests have shifted to an examination of how the intersections of gender with other categories of analysis like race, class, gender identity and expression, sexuality, citizenship, and nation shape this same relationship.

20 Out and About Options Exploring Oberlin through Service & More Join Service for Monday Afternoon Every year at SLI Congress Representatives, Senior Interns, and Program Administrators are provided with the opportunity to attend excellent workshops and seminars, but (due to time constraints) do not have the opportunity to participate in community service projects. This year at SLI a special block of time has been set aside so that student leaders have the opportunity to participate in a 2 hour mini day of service. On Monday June 4th, Student Leaders will have the opportunity to choose 1 of 6 service sites in the Oberlin community. At each site students will learn the history of the organization, as well as complete a community service project. The following is a list of our “Out and About” service sites. Con- gress Representatives and Senior Interns are strongly encouraged to bring clothes that can get dirty and closed toe shoes (tennis shoes, sneakers etc.).

• Firelands Chapter of the Western Reserve Land Conservancy: Firelands is a local non-proﬁt organization that serves the North Central Ohio Lake Erie watersheds and works to conserve, in perpetuity, the natural heritage and rural character of land through partnerships, voluntary conservation options, and education. At this service site, Congress Representatives and Senior Interns will get hands on experience in the area of creek conservation as they work on cleaning and landscaping Plum Creek (bring clothes that can get messy and closed toe shoes). (Open to 30)

• Boys and Girls Club: The Boys & Girls Clubs of Lorain County is a youth-oriented agency that promotes decency and prevents delinquency through services directed to providing behavioral guidance and the promo- tion of health, social, educational, vocational, and character development. The Mission of the Boys and Girls club is “to inspire and enable young people, especially those from disadvantaged circumstances, realize their full potential as responsible, caring citizens and leaders.” At this service site, Congress Representatives will help to organize the center as well as spend quality time with the children during “Power Hour”. (Open to 25)

• Oberlin Community Services: Oberlin Community Services is a responsive community organization that provides direct assistance, referrals and other services to Oberlin area residents and groups who need help meeting their basic needs. There are two main programs for which OCS needs volunteers, Meals on Wheels, and their monthly Mass Distribution. At this service site, Congress Representatives and Senior Interns will organize food, and work on landscaping. (Open to 25)

• Save Our Children: Save Our Children, Inc. (“SOC”) is a non-proﬁt organization that was formed out of the youth ministries of Asbury United Methodist Church (Asbury “UMC”), the oldest Historically Black Church in Elyria, Ohio. SOC currently serves approximately 120 youth through its After School, Summer Youth and Teen Youth Council programs. Save Our Children provides intellectual, social and spiritual enrichment opportunities to “at-risk” children and youth who reside in South Elyria regardless of their gender, racial or religious background. At this service site, Congress Representatives and Senior Interns will be helping to prepare the organization for its summer program. Work may include, but is not limited to organization of games and books and prepping of classrooms. (Open to 12)

• Friends of the Underground Railroad: The Underground Railroad Center is a historical transportation network and a part of the American Cultural experiences. This site includes lectures, participatory activities, interactive displays, and theater and dance productions designed to raise awareness of Oberlin's unique history as Station 99 on the Underground Railroad. Congress Representatives and Senior Interns will inventory historical artifacts, equipment, and miscellaneous items that are part of Oberlin’s African American history. (Open to 25)

• Oberlin Juneteenth Celebration: Juneteenth is a celebration of freedom from slavery and is the oldest Af- rican American holiday celebration. Juneteenth observance started spontaneously throughout the country. It is celebrated on or close to June 19th (the day news of emancipation reached Texas) and is called Juneteenth Na- tional Freedom Day. This celebration is an expression of pride and community solidarity. At this service site Congress Representatives and Senior Interns will be helping to place memorials in Oberlin’s Westwood Ceme- tery to prepare for the upcoming celebration. (Open to 25)

21 Out and About Options Exploring Oberlin through Service & More

Discover Oberlin: Recommended Cultural Options

If you don’t want to join a service site, consider the following highly recommended options for exploring the cultural context and history of Oberlin. Tours start at 3:30 pm for the ﬁrst two.

Environmental Studies Tour (122 Elm Street, 440-775-6692) The Adam Joseph Lewis Center for Environmental Studies is home to the environmental studies department. Not only is the building an amazing example of green design, but it's also a wonderful tool for learning about the environment and how to build ecologically friendly structures. Tours are given 3:30 p.m., please meet at the Environmental Stud- ies Building.

Oberlin Heritage Center Tour (73 South Professor Street, 440-774-1700) The mission of the Oberlin Heritage Center is to preserve and share Oberlin's unique heritage and to make our community a better place to live, learn, work, and visit. The center features history, Oberlin-themed books and gifts. Take a step back in time to learn more about the nationally signiﬁcant history of Oberlin by visiting the Oberlin Heritage Center for walk-through-at-your-own-pace mini-tours of its three beautifully preserved historic buildings, including the James Mon- roe House (built in 1866), the Little Red Schoolhouse (1836) and the Victorian Jewett House (1884). Volunteers will be stationed throughout the 3 historic buildings. You should start your visit at the Monroe House located beside the Conservatory parking lot at 3:30 p.m.

Underground Railroad Walking Tour (Many locations in Oberlin) Lorain County has a proud and fruitful tradition of equality. It is the home of Oberlin College, the first institution of higher learning to admit women and among the first to enroll African-Americans. It was also a major stop on the Under- ground Railroad. Lovingly preserved homes, the Westwood Cemetery, Martin Luther King Jr. Park and other monu- ments and landmarks-as well as cultural events-reflect the area's sense of dedication and purpose to people of all races. Maps and information about these sites will be provided for at your own pace tour. Discover Oberlin: Local Establishments

As a small town with lots of great local shops, Oberlin has a lot to offer. Check out these options.

Ginko Gallery (19 S. Main Street, 440-774-3117) - great place for gifts Locally-produced art, greeting cards, kittens, jewelry, and art supplies. Monday-Saturday 10-6pm Sunday: 12-4pm

Bead Paradise (29 W. College St., 440-775-2233) Specialty shop featuring new and vintage clothing, jewelry, specialty toiletries and candles, gifts, and jewelry-making supplies including antique and imported beads. Open: Monday-Saturday 10am-6pm Sunday: 12pm -5pm

Ade’s Place (16 S. Main Street (basement), 440-774-4327) Unique imported gifts and crafts (primarily from the "Third World"), clothing, incense, etc. Open: Monday-Thursday 4pm-10pm, Friday-Sat 12pm-11pm, Sun: 12pm-10pm

Campbell House Antiques (95 S. Main Street, 440-774-9172) Specializes in antiques and stone casting. Open: Monday-Saturday 11-5pm and Sunday 12-5pm

Benjamin Franklin/Mindfair Books (13 West College Street, 440-774-5711) The local ﬁve-and-dime store, Ben Franklin carries just about everything--toys, ofﬁce supplies, cosmetics, fabric, greeting cards, food, kitchenware, and more. Mind Fair Books is a local dealer of new and used books. Open: Sunday-Monday 10am-6pm

22 Dave’s Army & Navy (29 South Main Street, 440-774-3283) Featuring clothing and footwear. Open: Monday-Friday 10-6 Sat 10-5 Sun 12-4pm

Olla Mae’s Drygoods (5 South Main Street, 440-776-0309) This store features fabrics, quilts and quilting supplies. Open: Monday, Tuesday and Friday 10-6pm and Sat 10am-4pm

Crossroads Music Store (133 S. Main Street, 440-774-6149) Come check out your favorite artists and hear the latest songs. This store also has musical instruments. Open: Monday-Thursday 10am –6pm, Fri 10am -7pm, and Sat 12am-5pm

Oberlin Bookstore (37 W. College Street, 440-774-7722) Books, textbooks, magazines, greeting cards, Oberlin College gifts & accessories. Mon – Friday 10am-6pm Sat10am-5pm

Thrift Store (133 S. Main Street) Come and browse through many used items. You might ﬁnd something you like! Mon-Sunday 10am-6pm

Matrix (27 S. Main Street, 440-775-4263) Games of all types (video, card, traditional, etc.), comic books, posters, toys. Mon-Sat 12am-8pm Sunday 12am-5pm

Other Oberlin Options

You may also be interested in these options for when you arrive on Sunday, are leaving on Wednesday, or during free afternoon and after-dinner time.

Allen Memorial Art Museum Founded in 1917, the Allen Memorial Art Museum (AMAM) is one of the ﬁnest college or university collections in the United States. Comprising more than 12,000 works of art from virtually every culture and spanning the history of art, the AMAM's collection is a vital cultural resource for the students, faculty, and staff of Oberlin College as well as the surrounding community. Notable strengths include seventeenth-century Dutch and Flem- ish art, nineteenth and early twentieth-century European and contemporary American art, and Asian, Euro- pean, and American works on paper. The collection is housed in an impressive Italian Renaissance-style building designed by Cass Gilbert and named after its founder, Dr. Dudley Peter Allen (B.A. 1875), a distinguished graduate and trustee of Oberlin College. In 1977, Venturi, Scott Brown and Associates designed an addition that represents one of the earliest and ﬁnest examples of postmodern architecture in the United States. And here is a link listing all the exhibitions that will be up during the summer (duruing SLI), if you want to include them in the program:http://www.oberlin.edu/amam/exhibitions.html. Open: Tues. - Saturday: 10:00 am to 5:00 pm and Sunday: 1:00 pm to 5:00 pm, closed Mondays

Oberlin Recreation Center The Jesse Philips Physical Education Center is a 115,000-square-foot facility. Its gymnasiums are used for bas- ketball, volleyball, and intramural and other recreational activities. Other facilities in Philips include: the Robert Carr Pool; Climbing Wall; Weight Rooms containing Hammer Strength, Cybex Selectorized and Universal weight training machines, and free-weights; and six racquetball and eight squash courts, two of which are set up for table tennis and one for indoor golf. There is also an indoor and outdoor track. Hours: Monday-Saturday, 6:00 am-8:00 pm. Phillips is closed on Sundays.

Apollo Movie Theatre The Apollo Theater in Oberlin is a local tradition. It shows relatively recent movies for $3 ($2 on Tuesdays and Thursdays). It is the only theater in the area with both a marquee out front and a curtain that they actually open and close between movies. The Apollo Theatre is a great little gem in this cool college town. It's cozy and quaint with a sizable viewing screen and cheap eats. The place is clean, the staff is friendly and the comfortable atmosphere is highly regarded by the locals. Located at 19 E College Street, phone: 440-774-7091 Movie: Shrek The Third (PG), at 7:15 and 9:00 p.m.

23 Evening Social Options

A summary of the evening options on campus is as follows: Sunday: Cat-in-the-Cream • 9:30 pm to 12 midnight Monday: Movies at 8:00 pm, other options to follow Tuesday: Talent Show at 8:00 pm, Cat-in-the-Cream Other options in Oberlin as described on previous pages

About the Cat-in-the-Cream Housed in Hales Annex and part of the Student Union, the Cat-in-the-Cream is Oberlin College's student coffee- house and bar. Free concerts occur regularly featuring folk music, jazz, poetry, improv, sketch comedy, student theater, dance, storytelling, religious services, and lots more, including end-of-semester performances by groups like Oberlin Steel. Movie Listings for Monday Night

Black Is Black Ain’t Facilitated by Courtney Patterson and Ramaesh Bhagirat(MRC Staff) West Lecture Hall

BLACK IS...BLACK AIN'T is an up-front examination of racism, sexism, and homophobia within the black community itself. Bringing together personal stories, interviews, music, history, and performance, BLACK IS...BLACK AIN'T asks viewers: What is black, black enough, or too black? With BLACK IS...BLACK AIN'T, Marlon Riggs focuses atten- tion on the "isms" that divide and separate, and challenges people to "reconcile themselves to each other, to our differences ...We have to get over the notion that you can only be uniﬁed as a people as long as everybody agrees. You know we don't achieve freedom by those means."

People Like Us: Social Class in America Facilitated by Thomas Shannon, Alyssa Clark, and Julie Scherer Craig Lecture Hall

People Like Us: Social Class in America tackles a question rarely addressed so explicitly in the popular media: Are all Americans created equal -- or are some more equal than others? Over the course of two hours, the documentary reveals that despite our country's deeply-held ideals of egalitarianism and fairness, our citizens are in fact subject to sharp class distinctions and often insurmountable inequalities of opportunity. People Like Us raises questions about the ways, large and small, in which Americans classify each other, how our inherited social class affects our self- perceptions and our expectations, and how race and other factors complicate an already complex arrangement of social distinctions in our society.

24 Off Campus Places to Go Restaurants

Oberlin is a small town with one main street area featuring a variety of restaurants, quaint shops, and Key: places to frequent. Below is a listing of restaurants. $= $5-$7 $$= $8-$10 Note that lunch on Wednesday is not provided, so $$$= $10-$12 we encourage you to eat in one of these local estab- $$$$= $12 and up lishments.

Gibson's Agave Burrito Bar and Tequilaria 23 West College St. 19 W. College Street (440) 774-2401 774-7336 7am-11pm 11:30-11pm Groceries $ The Java Zone Black River Café 5 W. College St. 15 S. Mani St. (440) 774-5282 8am-3pm 9am-9pm (440) 775-3663 $ $ Lorenzo’s Pizzeria Casa Fiesta 52 1/2 S. Main St. 84 S. Main St. (440) 775-0118 (440) 774-7080 11am-11pm 11am-10pm delivery 5pm-11pm Lunch Special: $ Lunch Special: $ 11am-2:30pm Dinner: $$/$$$ Dinner: $$/$$$ Mandarin Chinese Restaurant Downtown Pizza 82 S. Main St. 38 S. Main St. (440) 774-4500 (440) 774-3700 11:30am-10pm 11am-1am Lunch Special: $ delivery: 5pm-12am Dinner: $$ $$ McDonald’s East of Chicago Pizza 265 S. Main St. 175 S. Main St. (440) 774-1314 (440) 774-8820 6am-10pm 11am- 11pm $ delivery all day $$ Oberlin Inn 7 N. Main St. The Feve (440) 775-1111 30 S. Main St. $$$$ (440) 774-1978 www.thefeve.com Weia Teia 11am-12am 9 S. Main St. Weekend Brunch 9:30am-2:30pm (440) 774-8880 $/$$ $$$$

25 Diversity Reflection Sessions Teams and More Information A special part of SLI is the opportunity to engage in dialogue and reflection around diversity issues in small mixed teams and clusters. Each team is led by facilitators (student and staff) from one school. Your nametag has a number in the lower right-hand corner. Below, we are providing a roster including emails here so that you may keep in touch. Note: there may be inaccuracies in some of this information, as it is drawn from the database and subject to last-minute additions, changes, and incomplete information.

We hope you truly participate in these diversity sessions, which have been planned to allow all participants to reflect on their own identities, conceptions about diversity, and ability to engage in dialogue and constructive work together.

Diversity Reflection Teams (Numbers)

Group 1, led by Alicia Adatepe and Ashley Kish, Allegheny College Group 2, led by Kevin Buechler, Davidson College Group 3, led by Kristie Carter and Sarah Ryan, DePauw University Group 4, led by Azucena Alvarada and John Miyahara, Dickinson College Group 5, led by Lynneve Mendes and Derric Watson, Earlham College Group 6, led by Susan Mead and Zack Swaine, Ferrum College Group 7, led by James Shields and Irving Zavaleta-Jimenez, Guilford College Group 8, led by Laura Megivern and Kaila Fong, Johnson State College Group 9, led by Charles Hawthorne and Lisa Whitaker, Lynchburg College Group 10, led by Stan Dotson and Brandon Johnson, Mars Hill College Group 11, led by Meg Burgess and Anne McKee, Maryville College Group 12, led by Yicell Hodge and Kevin McGowan, Middlesex County College Group 13, led by Jackie Miles and Artesius Miller, Morehouse College Group 14, led by Beth Blissman and Charlotte Collins, Oberlin College Group 15, led by Sarah Clarke and Tracy Espy, Pfeiffer University Group 16, led by Kate Hersey and Missy Porath, Ripon University Group 17, led by Mary Ann Somaine and Uchenna Duru, Rider University Group 18, led by Rina Tovar and Jose DeAbreu, Stetson University Group 19, led by Robin Fife and Jeremiah Peterson, Tusculum College Group 20, led by Beverly Pﬂuger and Toua “Michael” Yang, University of Alaska Anchorage Group 21, led by Christen Foell, Bonner Foundation, and CJ Staples, Middlesex County College

Teams

Group 1, led by Alicia Adatepe and Ashley Kish, Allegheny College Alicia Adatepe, Allegheny College ([email protected]) Kitty Correal, West Virginia Wesleyan College ([email protected]) Aisha Davis, Washington and Lee University ([email protected]) Patrick Donohue, The College of New Jersey ([email protected]) Chanaine Hunter, Tusculum College ([email protected]) Richard Kinsley, Ohio Campus Compact ([email protected]) Ashley Kish, Allegheny College ([email protected]) Scott Meltzer, Centre College ([email protected]) Shauna Morin, Juniata College ([email protected]) Logan Morris, Bonner Foundation ([email protected]) Garima Singh, Middlesex County College ([email protected])

26 Group 2, led by Kevin Buechler, Davidson College Kevin Buechler, Davidson College ([email protected]) Emily Chamberlain, Hamilton College ([email protected]) Rachel Flad, Defiance College (rflad001@defiance.edu) Aaron Gingles, The College of New Jersey ([email protected]) Melissa Hines, Oberlin College ([email protected]) Lee Ann Luxenberger, Union College ([email protected]) Tiffany Merritt, Rhodes College ([email protected]) Dana Patterson, Antioch College ([email protected]) Mary Priester, Spelman College ([email protected]) Osama Sabbah, Guilford College ([email protected])

Group 3, led by Kristie Carter and Sarah Ryan, DePauw University Ashley Brown, Union College ([email protected]) Kristie Carter, DePauw University ([email protected]) Carolina Contreras, Ursinus College ([email protected]) Sandra Hayslette, Washington and Lee University ([email protected]) Rena Michie, Lynchburg College ([email protected]) Larry Osbourne, Carson-Newman College ([email protected]) Noah Penland, Maryville College ([email protected]) Sierra Bussey, Ripon College ([email protected]) Sarah Ryan, DePauw University ([email protected]) Cassaundra White, Spelman College ([email protected])

Group 4, led by Azucena Alvarada and John Miyahara, Dickinson College Azucena Alvarada, Dickinson College ([email protected]) Becca Bumgardner, West Virginia Wesleyan College ([email protected]) Carrie Dettie, Antioch College ([email protected]) Preston Fields, Maryville College (preston.ﬁ[email protected]) Becky Greene, University of Dayton ([email protected]) Brooke Havlik, DePauw University ([email protected]) Geri McCartney, Union College ([email protected]) John Miyahara, Dickinson College ([email protected]) Sudipa Shrestha, Tusculum College ([email protected]) Mark Smedberg, Ursinus College ([email protected]) Ezinwanyi Ukegbu, Oberlin College ([email protected])

Group 5, led by Lynneve Mendes and Derric Watson, Earlham College Alyssa Clark, Oberlin College ([email protected]) Lynneve Mendes, Earlham College ([email protected]) David Miller, Union College ([email protected]) Valerie Munson, Deﬁance College (vmunson001@deﬁance.edu) Billy Newton, Maryville College ([email protected]) Tanha Patel, Lynchburg College ([email protected]) Derric Watson, Earlham College ([email protected]) Kim White, Wisconsin Campus Compact ([email protected]) Keren Wright, University of Alaska Anchorage ([email protected])

Group 6, led by Susan Mead and Zack Swaine, Ferrum College Kara Baxter, West Chester University ([email protected]) Jean Everage, DePauw University ([email protected]) Ariane Hoy, Bonner Foundation ([email protected]) Scott Laidlaw, Amherst College ([email protected]) Eun Lee, Oxford College of Emory University ([email protected]) Susan Mead, Ferrum College ([email protected]) Ruth Orellana, Middlesex County College ([email protected]) Sebastian Pais Iriart, University of New Mexico ([email protected]) Donna Russell, Oberlin College ([email protected]) Zachary Swaine, Ferrum College ([email protected]) Bro. Ed Zamierowski, University of Dayton ([email protected])

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27 Group 7, led by James Shields and Irving Zavaleta-Jimenez, Guilford College Menelek Alexander, Antioch College ([email protected]) Cindy Babington, DePauw University ([email protected]) Amanda Elliott, Lees-McRae College ([email protected]) Neil Hartmann, The College of New Jersey ([email protected]) Antoine Lackland, Morehouse College ([email protected]) Pearl Leonard-Rock, Edgewood College ([email protected]) Patrick Noltemeyer, Centre College ([email protected]) James Shields, Guilford College ([email protected]) Felecia Smith, Spelman College ([email protected]) Mary Elizabeth Tyler, Berry College ([email protected]) Irving Zavaleta-Jimenez, Guilford College ([email protected])

Group 8, led by Laura Megivern and Kaila Fong, Johnson State College Susannah Bales, Pfeiffer University ([email protected]) Jasmine Bundy, Middlesex County College ([email protected]) Kaila Fong, Johnson State College ([email protected]) Erin Gallant, Lynchburg College ([email protected]) Rob Hudson, Emory & Henry College ([email protected]) Katie Litle, Deﬁance College (klitle@deﬁance.edu) Crystal McLaughlin, Oxford College of Emory University ([email protected]) Laura Megivern, Johnson State College ([email protected]) Charles Oberwiser, Ripon College ([email protected]) David Seitz, Macalester College ([email protected])

Group 9, led by Charles Hawthorne and Lisa Whitaker, Lynchburg College Damian Almiron, Earlham College ([email protected]) LeeAnn Brown, West Virginia Wesleyan College ([email protected]) Tricia Dusick, Edgewood College ([email protected]) Charles Hawthorne, Lynchburg College ([email protected]) Houghton Kane, Ursinus College ([email protected]) Erin McGrath, Bonner Foundation ([email protected]) Munir Meghjani, Oxford College of Emory University ([email protected]) Megan Walters, Lees-McRae College ([email protected]) Jen Welch, Berry College ([email protected]) Lisa Whitaker, Lynchburg College ([email protected]) Angela Young, Washington and Lee University ([email protected])

Group 10, led by Stan Dotson and Brandon Johnson, Mars Hill College Kathy Ball, Concord University ([email protected]) Mike Burnes, Berry College ([email protected]) Stan Dotson, Mars Hill College ([email protected]) Brandon Johnson, Mars Hill College ([email protected]) Corynne Kovacs, Johnson State College ([email protected]) Jessica Lucas, Ferrum College ([email protected]) Anabel Martinez, Dickinson College ([email protected]) Wayne Meisel, Bonner Foundation ([email protected]) Amanda Olar, Allegheny College ([email protected]) Fela Pierrelouis, Antioch College ([email protected]) Elizabeth Rountree, Spelman College ([email protected])

Group 11, led by Meg Burgess and Anne McKee, Maryville College Meg Burgess, Maryville College ([email protected]) Jiditte Francois, Rider University ([email protected]) Barbara Gregg, Earlham College ([email protected]) Tara Kyser, Ursinus College ([email protected]) Anne McKee, Maryville College ([email protected]) Deano Pape, Ripon College ([email protected]) Nina Pham, St. Mary's College of California ([email protected]) Morgan Reil, The College of New Jersey ([email protected]) Thomas Shannon, Oberlin College ([email protected]) Amy Thompson-Wells, Lindsey Wilson College ([email protected]) Chris Wooden, Carson-Newman College ([email protected])

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28 Group 12, led by Yicell Hodge and Kevin McGowan, Middlesex County College Robert Hackett, Bonner Foundation ([email protected]) Yicell Hodge, Middlesex County College ([email protected]) Charles Kwaning-Asare, University of Alaska Anchorage ([email protected]) Elise Luckey, Lindsey Wilson College ([email protected]) Kevin McGowan, Middlesex County College ([email protected]) Emily Pile, Carson-Newman College ([email protected]) Joni Ritter, Emory & Henry College ([email protected]) Julie Scherer, Oberlin College ([email protected]) Jana Schroeder, Earlham College ([email protected]) Sara Strickhouser, Stetson University ([email protected]) Ellina Xiong, Macalester College ([email protected])

Group 13, led by Jackie Miles and Artesius Miller, Morehouse College Sarah Fitzgerald, Emory & Henry College (sbﬁ[email protected]) Glen Guenther, Whitworth College ([email protected]) Lauren Heysek, Concord University ([email protected]) Amy James, Hamilton College ([email protected]) Jacqueline Miles-Johnson, Morehouse College ([email protected]) Artesius Miller, Morehouse College ([email protected]) Mai Youa Moua, Macalester College ([email protected]) Annie Pasqua, Lees-McRae College ([email protected]) Geoffrey Peterson, Oberlin College ([email protected]) Jessie Weasner, DePauw University ([email protected]) Kevin Winchell, Stetson University ([email protected])

Group 14, led by Beth Blissman and Charlotte Collins, Oberlin College Beth Blissman, Oberlin College ([email protected]) Kyndra Brown, University of Richmond ([email protected]) Travis Carmack, Union College ([email protected]) Charlotte Collins, Oberlin College ([email protected]) Clayton Hopkins, DePauw University ([email protected]) Ann Horner, West Chester University ([email protected]) Ali Lindon, Centre College ([email protected]) Kathryn Racine-Jones, Notre Dame de Namur University ([email protected]) Michael Richardson, Morehouse College ([email protected]) Jane Rosser, Bowling Green State University ([email protected])

Group 15, led by Sarah Clarke and Tracy Espy, Pfeiffer University Sara Clarke, Pfeiffer University ([email protected]) Maria De La Cruz, The College of New Jersey ([email protected]) Tracy Espy, Pfeiffer University ([email protected]) Courtney Gabaree, Johnson State College ([email protected]) Delia Gutierrez, Dickinson College ([email protected]) Zack Kerosky, DePauw University ([email protected]) Faris Khader, Bonner Foundation ([email protected]) Erin McDonald, Wheeling Jesuit University ([email protected]) Christian Miller, Emory & Henry College ([email protected]) Carliene Quist, College of Saint Benedict ([email protected]) Haley Reimbold, Hamilton College ([email protected]) Tony Wyatt- Rocker, Morehouse College ([email protected])

Group 16, led by Kate Hersey and Missy Porath, Ripon University Cindy Frost, Mars Hill College ([email protected]) Kate Hersey, Ripon College ([email protected]) Jessica Hicks, Oberlin College ([email protected]) Jessica Holcomb, Wofford College ([email protected]) Ruth Janisch Lake, Macalester College ([email protected]) Barum Mrad, Middlesex County College ([email protected]) Sal Ortiz, St. Mary's College of California ([email protected]) Missy Porath, Ripon College ([email protected]) Emily Penprase, Oxford College of Emory University ([email protected]) Julian Sharp, Antioch College ([email protected]) Brian Zeisloft, Waynesburg College ([email protected])

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29 Group 17, led by Mary Ann Somaine and Uchenna Duru, Rider University Michael Austerlitz, Middlesex County College ([email protected]) Uchenna Duru, Rider University ([email protected]) Ona Harshaw, Antioch College ([email protected]) Amy Howard, University of Richmond ([email protected]) Jennifer Kline, Juniata College ([email protected]) Tony Miller, Oberlin College ([email protected]) Harriette Pierre-Louis, Spelman College ([email protected]) Jennifer Pigza, St. Mary's College of California ([email protected]) Valerie Rudolph, DePauw University ([email protected]) Mary Ann Somaine, Rider University ([email protected])

Group 18, led by Rina Tovar and Jose DeAbreu, Stetson University Cathleen De Francesco, Rider University ([email protected]) Jose DeAbreu, Stetson University ([email protected]) Bonnie Dorsey, Concord University ([email protected]) Keith Kelley, Whitworth College ([email protected]) Debra Kiliru, Warren Wilson College ([email protected]) Libby Long, Wofford College ([email protected]) Joyce Scott, Ferrum College ([email protected]) Aakash Shah, Ursinus College ([email protected]) Adam Smith, Waynesburg College ([email protected]) Amanda Taylor, Ripon College ([email protected]) Rina Tovar, Stetson University ([email protected])

Group 19, led by Robin Fife and Jeremiah Peterson, Tusculum College Elizabeth Balof-Bird, Guilford College ([email protected]) LaToya Brown, Ursinus College ([email protected]) Holli Clevenger, Lindsey Wilson College ([email protected]) Robin Fife, Tusculum College (rﬁ[email protected]) Elvis Francois, Oberlin College ([email protected]) Amanda Hardnack, Ferrum College ([email protected]) Kerry-Dean Nugent, Spelman College ([email protected]) Kate O'Dwyer Randall, University of Richmond ([email protected]) Jeremiah Peterson, Tusculum College ([email protected]) Elsa Salazar, The College of New Jersey ([email protected]) Jacob Spaun, Whitworth College ([email protected])

Group 20, led by Beverly Pfluger and Toua “Michael” Yang, University of Alaska Anchorage Marina Hernandez, St. Mary's College of California ([email protected]) Ellen Hill, Johnson State College ([email protected]) Lauren Parham, Carson-Newman College ([email protected]) Bev Pfluger, Lynchburg College (Bpfl[email protected]) Pamela Proulx-Curry, Wisconsin Campus Compact ([email protected]) Dave Roncolato, Allegheny College ([email protected]) Jessie Scott, DePauw University ([email protected]) Eric Stricklin, Defiance College (estricklin001@defiance.edu) Victoria Yacobozzi, Oberlin College ([email protected]) Toua "Michael" Yang, University of Alaska Anchorage ([email protected])

Group 21, led by Christen Foell, Bonner Foundation, and CJ Staples, Middlesex County College Heather Camp, The College of New Jersey ([email protected]) Andrew Drada, Richard J. Daley College/TRiO ([email protected]) Michael Durant, Antioch College ([email protected]) Christen Foell, Bonner Foundation ([email protected]) Amanda Hoesner, Ripon College ([email protected]) Anna-Catherine Hook, Lindsey Wilson College ([email protected]) Sedric McClure, Macalester College ([email protected]) Rachel McReynolds, Hamilton College ([email protected]) CJ Staples, Middlesex County College ([email protected]) Jana Strom, University of Dayton ([email protected])

30 Diversity Reflection Sessions Clusters for Monday 1:30 pm

Clusters For the session on Monday afternoon at 1:30 pm, teams will meet in clusters in the following spaces:

Cluster A (Facilitated by Erin McGrath and Donna Russell) - meet in Science Center Atrium Teams led by: Ashley Kish and Alicia Adatepe, Allegheny College Derric Watson and Damion Almiron, Earlham College Jackie Miles and Artesius Miller, Morehouse College Mary Ann Somaine and Uchenna Duru, Rider University Robin Fife and Jeremiah Peterson, Tusculum College

Cluster B (Facilitated by Ariane Hoy and Jana Schroeder) - meet in Wilder Main Teams led by: Kevin Buechler, Davidson College Susan Meade and Zack Swaine, Ferrum College Lisa Whitaker and Charles Hawthorne, Lynchburg College Kevin McGowan and Yicell Hodge, Middlesex County College Rina Tovar and Jose DeAbreu, Stetson University

Cluster C (Facilitated by Beth Blissman and James Shields) - meet in West Gym Teams led by: Sarah Ryan and Kristie Carter, DePauw University James Shields and Irving Zavaleta-Jimenez, Guilford College Beth Blissman and Charlotte Collins, Oberlin College Kate Hersey and student, Ripon University Bev Pﬂuger and Toua “Michael” Yang, University of Alaska Anchorage (or Lynchburg)

Cluster D (Facilitated by Tracy Espy and Eric Estes) - meet in (East) Gym Teams led by: Christen Foell, Bonner, and CJ Staples, Middlesex County College John Miyahara and Azucena Alvarado, Dickinson College Laura McGivern and Kaila Fong, Johnson State College Stan Dotson and Brandon Johnson, Mars Hill College Anne McKee and Meg Burgess, Maryville College Tracy Espy and Sarah Clarke, Pfeiffer University

31 All Bonner Service Participant Information

All Bonner Service students (local and away) will have their own reﬂection activities. Participants include:

Local All Bonner Service:

Maggie Ainsworth, Oberlin College ([email protected]) Sheik Bangura, Middlesex County College ([email protected]) Rebecca Barker, Mars Hill College ([email protected]) Tiffany Beason, Oberlin College ([email protected]) Molly Breitbach, Ripon College ([email protected]) Jordan Brooks, Allegheny College ([email protected]) Susy Castillo, Middlesex County College ([email protected]) Vanessa Cerria, Juniata College ([email protected]) Greg Chery, Middlesex County College ([email protected]) Natalie Cortez, Dickinson College ([email protected]) John Darden, Earlham College ([email protected]) Caroline Degnan, University of Dayton ([email protected]) LaKristopher DeVant, Oberlin College ([email protected]) Chloie Favinger, DePauw University ([email protected]) Katie Fleet, Allegheny College (ﬂ[email protected]) Phoenix Forbes, Oberlin College ([email protected]) Rachel Himmelstein, Wofford College ([email protected]) Brandon Jackson, Ferrum College ([email protected]) Lindsay Jones, Ferrum College ([email protected]) Oliver Joszt, Rider University ([email protected]) Ondrea Keith, Oberlin College ([email protected]) Jennifer Koerner, Oberlin College ([email protected]) Rob Liao, Rider University ([email protected]) Krystel McKean, Ripon College ([email protected]) Janelle McLeod, Middlesex County College () Adriana Meraz, Oberlin College ([email protected]) Kerryanne Miske, University of Dayton ([email protected]) Trina Parrish, Oberlin College ([email protected]) Vitina Pestello, University of Dayton ([email protected]) Kira Rivera, Oberlin College ([email protected]) David Scortt, Oberlin College ([email protected]) Timothy Shipe, Ferrum College ([email protected]) Katie Sontag, Oberlin College ([email protected]) Amanda VanAllen, Oberlin College ([email protected]) Michael Wallenburg, Rider University ([email protected]) Tiffany Weaver, Ferrum College ([email protected])

Away All Bonner Service Projects:

Carina Brown, Oberlin College ([email protected]) Kasey Carisle, Defiance College (kcarisle001@defiance.edu) Justine D'Ambra, Middlesex County College ([email protected]) Joshabel De La Cruz, Rider University ([email protected]) Laura Einsel, Oberlin College ([email protected]) Emma Emmerich, Antioch College ([email protected]) Jill Gehlfuss, University of Dayton ([email protected]) Jerome Goings, Oberlin College ([email protected]) Natalie Griffin, Rider University (griffi[email protected]) Amina Hassen, Oberlin College ([email protected]) Maurice Jones, Middlesex County College ([email protected]) Jillian Krieger, Middlesex County College ([email protected]) Megan Latimore, Oberlin College ([email protected]) Shawn LeSure, Oberlin College ([email protected]) Yvonne Lin, Oberlin College ([email protected]) Lynneve Mendes, Earlham College ([email protected]) Patience Merritt, Oberlin College ([email protected]) Monica Morris, Antioch College ([email protected])

32 Deacon Nemchick, Oberlin College ([email protected]) Chi Chi Nieves, Oberlin College ([email protected]) Jessica O'Neill, Rider University ([email protected]) Liana Orazi, Middlesex County College ([email protected]) Ashley Price, Wofford College ([email protected]) Rachel Sears, Antioch College ([email protected]) Carissa Tozzi, Middlesex County College ([email protected]) Mariel Traiman, Antioch College ([email protected]) Helena Vonk, Oberlin College ([email protected]) Cassandre Wagnac, Rider University ([email protected])

Special thanks to other Oberlin College staff and Bonner partners who are joining part of SLI (feel free to join a group) Nathan Angstrom, Oberlin College ([email protected]) Meredith Dowling, Oberlin College ([email protected]) Adrian Bautista, Oberlin College ([email protected]) Linda Gates, Oberlin College ([email protected]) Linda Arbogast, Oberlin Community Services ([email protected]) Nancy Dye, Oberlin College ([email protected]) Eric Estes, Oberlin College ([email protected]) Jesse Gerstin, Oberlin College ([email protected]) Steve Harder, Lorain County Mental Retardation and Developmental Disabilities (Lorain CountyMRDD) ([email protected]) Brad Masi, New Agrarian Center, ([email protected]) Julia Nieves, Save Our Children Eve Sandberg, Oberlin College ([email protected]) Maurice Small, New Agrarian Center ([email protected]) Kathryn Stuart, Oberlin College ([email protected]) Michele Tarsitano, Kendal at Oberlin ([email protected]) Brenda Warren, Big Brothers Big Sister of Lorain County ([email protected]) David Wilson, Volunteers for China ([email protected]) Ann Wilson, Volunteers for China ([email protected]) Diversity Reflection Sessions Ground Rules We ask participants to observe the following Ground Rules during not only the diversity reﬂection sessions but also during all aspects of Summer Leadership Institute.

• Speak for yourself only – ask and reinforce that participants should speak for himself/herself only, and use “I” statements. Refrain from generalizing to others or speaking on behalf of a group (e.g., “all women,” “all immigrants”)

• Be speciﬁc and use examples – ask individuals to share speciﬁc experiences, stories, illustrations, or examples

• Listen and respect each view, opinion, and experience offered by any participant, even if it is not one that you share

• Privacy and trust: what is disclosed in the session stays in the group and is not to be shared with others in casual conversation

• Take care of yourself: any one who feels it necessary may excuse themselves from the group for whatever reason (though we encourage you to return after a break)

• Praise publicly, criticize privately: these sessions are not the place to take someone on in front of the group. While we may engage in conversations and dialogues that challenge each other’s views, refrain from directly confronting or getting embroiled in an argument with another person. Those conversations should happen one-to-one.

33 Diversity Reflection Sessions Definitions and Concepts

Some of these concepts will be explored in more depth during the Diversity Reﬂection Sessions.

• Members of privileged groups may opt out of struggles What is Privilege? against oppression if they choose.

The American Heritage Dictionary of the English Language defines privilege as a special advantage, immunity, permission, Privilege exists and operates in various forms, right or benefit granted to or enjoyed by an individual, class, or shaped by the societal power relations from which it caste. results. Since we are all players in these power systems, we all enjoy some form of privilege. By being In the context of relations between social groups, critically conscious of our privileges and responsible privilege is a consequence of social hierarchies and for how we exercise it, we can position ourselves as power dynamics. These hierarchies may be ones allies in the movements for social justice. based on race, class, gender, sexual orientation, education level and other factors. Privilege is not an inherent right or deserved entitlement; it is an arbi- (Sources: “What is Privilege?” Adapted from Wildman, trary advantage or benefit enjoyed by an individual S.M, and Davis, A.D. “Language and Silence: Making Sys- or group, based upon biased, prejudicial, or dis- tems of Privilege Visible.” Readings for Diversity and Social criminatory norms, attitudes, and practices. Justice: An Anthology on Racism, Anti-Semitism, Sexism, Heterosexism, Ableism, and Classism. Ed. Marianne Adams • What types of privilege might you personally be a benefici- ary of? et al. New York: Routledge, 2000. 50-60. • Are they visible or unseen? From Privilege to Ally-ship

The normalization of privilege implies that members of An ally is a member of the “dominant” or “major- a community or society are judged, and succeed or ity” group who questions or rejects the dominant fail, measured against characteristics that are held ideology and works against oppression through sup- by those who are privileged. The privileged charac- port of, and as an advocate with or for the op- teristic becomes the norm, while those that stand pressed population. Stages in the process of learn- outside or are different become regarded as ‘alter- ing to become an active ally may include: native’ or ‘the other.’ • What are types of privilege that exist in our community 1) Awareness and societies? 2) Education 3) Interrupting behavior 4) Taking action Thus, when examining privilege we find that it consists of the following elements: (Sources include: Washington, J. and Evans, N.J. “Becoming an Ally.” Readings for Diversity and Social Justice: An Anthology on Racism, Anti-Semitism, Sexism, • The characteristics of the privileged group define the Heterosexism, Ableism, and Classism. 312-318. and Love, societal norm, often benefiting those in the privileged B.J. “Developing an Liberatory Consciousness.” 470-474.) group. • Due to conflicting privilege with the social norms and the implicit choice to ignore oppression, privilege is often not recognized by the holder of privilege.

34 Diversity Reflection Sessions Being an Ally: What Does It Mean?

Qualities of an Ally

1. Recognizes one’s own privilege as a member of the agents group. 2. Has worked to develop an understanding of a target group and the needs of this group. 3. Chooses to align with the target group and respond to their needs. 4. Believes that it is in one’s self-interest to be an ally. 5. Is committed to personal grown (in spite of the possible discomfort or pain) required to promote social change. 6. Expects support from other allies. 7. Is able to acknowledge and articulate, without guilt or apology, how oppressive patterns oper- ate. 8. Expects to make mistakes, but does not use it as an excuse for inaction. 9. Knows that one has a clear responsibility to ﬁght oppression whether or not persons in the target chose to respond. 10. Assumes that people in a targeted group are already communicating in the best and most comfortable way. 11. Does not expect members of the targeted group to educate them. 12. Assume that the target group consists of survivors (not victims) and that they have a long history of resistance or overcoming oppression. 13. Does not expect gratitude from people in the target group and remembers that being an ally is a matter of choice. 14. Creates a comfortable setting. Is conscious of concepts such as cultural imperialism and cultural appropriation. 15. Confronts oppressive jokes, slurs, and actions. Knows that silence may communicate condon- ing of an oppressive statement.

35 Diversity Reflection Sessions Taking It Home: Resources

Integrating Diversity into the Bonner Program and Campus-Wide Training & Enrichment Strategies

The Bonner Foundation and Bonner Program embrace diversity as one of our Common Commitments. One hope of this focus on diversity at SLI is that campuses will leave with renewed inspiration for integrating dialogue, education, training and work around diversity issues into their own Bonner Program structures. Below is a guide for modules in the Civic Engagement Curriculum that you may ﬁnd helpful. We encourage you to revisit these themes when you are back home and bolster them within your plans for coming years.

Diversity-Related Training Modules in the Bonner Resources (available at www.bonner.org/resources): • Being an Ally • Conﬂict Resolution 101: An Interactive Introduction • Conﬂict Resolution 102 • Cover Story: A Fun Shared Vision Exercise • Creating a Personal Vision • Creating Asset Inventories for Service and Engagement • Creating Shared Vision • Deconstructing Racism: A Workshop for Dialogue on Diversity • Four Corners/Stand and Declare: Building Appreciation and Dialogue around Diversity • Gender Breaking: A Workshop for Gender and Diversity • Gender Dialogue: An Introductory Workshop for Gender and Diversity Dialogue • Homophobia: Recognizing It • Icebreakers for Diversity Workshops • Identity Circles: A Tool for Developing Self-Concept and Appreciation for Diversity • Leadership Compass • Learning Circles as a Tool for Diversity Dialogue • Learning Circles: An Introduction • Negotiating Relationships and Decisions: Four Dimensions • People Like Us: Race and Class in America • River Stories: A Team-Building Activity • Team-Building Activities: An Introduction • Tower of Me-sa: Spiritual Self-Exploration Guide • Trans 101: Introduction to Transgender Issues • True Colors: A Framework for Understanding Personality • Vocation: an entire set of modules for encouraging spiritual and religious dialogue • Who Wants To Be A Coalitionist?: Building Coalitions on Campus • Working in Diverse Communities: Exploring Groups Within Groups

Introduction to Building Respect for Diversity

Every campus and every community has diversity among its members, whether of race, religion, class, gender, sexual orientation, cultural background, life experience, work style, or beliefs and hopes for the world. While many, if not most, people profess a desire to demonstrate tolerance and respect for others who are different from them, in practice building

36 and sustaining a community that embraces differences of all kinds can be difﬁcult. Because individuals are also in the process of developing and expressing their personal identities in so many ways, the issues of living and belonging in a diverse community can also bring up many different emotions and experiences. In working with communities, whether in service, activism, and even in the career workplace, it’s helpful to have many experiences and tools to negotiate these issues. The Building Respect for Diversity series guides people through a range of workshops and intentional experiences to reﬂect on and articulate one own conceptions, hopes, and challenges around issues of diversity.

Building a Training Schedule

The suggested trainings described listed here are only suggestions. Combine them with workshops, presentations, lectures, and other events that are already in place on your own campus and community that celebrate diversity or expose people to the many different ways that people deﬁne themselves, their hopes, and their day-to-day lives. The suggestions here, however, are important because they lay out a progression of workshop activities from the simpler and less risky to those that are more risky and/or require higher levels of trust.

It is recommended that training cycles be spread out over a period of time. Use Manage by Calendar: A Tool for Project and Time Management to organize trainings in retreats, scheduled meetings throughout a semester, or as part of formal orientation and reﬂection times.

The recommended modules in this area are quite extensive and fall into the following categories:

• Grappling with and Articulating Individual Identity in Community • Perceiving and Appreciating Diversity in Community • Communicating on Issues of Diversity • Dealing with Negative Stereotypes, and Discrimination • Incorporating Diversity and Moving to Cohesion and Action

Grappling with and Articulating Individual Identity in Community

In building a context that supports community and the expression and respect for diversity within it, it’s helpful to begin with exercises that provide individual members with the opportunity to share their own conceptions of identity – the at- tributes that they consider critical to their own personalities, values, and behaviors.

One of the more effective beginning exercises is Identity Circles: A Tool for Developing Self-Concept and Appreciation for Diversity (being used at this SLI). Identity Circles is a simple activity that allows people to self-identify qualities they believe make them who they are. By using this activity with a group of students (volunteers or staff), members learn more about each other, and they reﬂect on and share different qualities people consider vital to their personal character, also building skills of self-reﬂection, communication, and appreciation for others.

You may also want to consider Icebreakers for Diversity Workshops as a precursor to this session or to find various icebreaker activities that open up and share aspects of their cultural background with each other. Each icebreaker helps to set the tone through positive energy. You can also find recommendations on how to choose and modify games and icebreakers to use at the beginning or throughout your series in Team-Building Activities: An Introduction. The activities—which include both physical, imaginative, and conceptual exercises—can be used in a variety of settings and ways to build and maintain teamwork. These are outlined so that the facilitator of this workshop can use these activities in a "train-the-trainers" way, essentially doing the activities and then debriefing and reviewing them with participants who are also preparing to use the activities themselves in other settings.

Another interesting workshop with some similarities to Identity Circles but that builds on it with the opportunity for deeper sharing is River Stories. This workshop will allow participants to get to know each other better, using the metaphor of a river to describe their life experiences. It is an excellent workshop for groups with intergenerational characteristics and can also tie in with broader discussion about the river of collective work and struggles to improve our world. Finally, it an an excellent communication skills workshop, building in opportunities for intentional listening and sharing.

Perceiving and Appreciating Diversity in Community and Building Shared Visions

37 With some initial team- and community-building underway, it’s important to begin processing and guiding individuals’ experiences in the broader (campus or surrounding) community. An excellent foundation for this is Creating Asset Inventories for Service and Engagement, in which participants learn how to create a useful asset map for a real (or in some training situations, simulated) community.

You may want to provide an intentional space for individuals in the team or community to share their personal visions — for their work, communities, and lives. The Creating a Personal Vision uses a simple activity of imagining into the future and allows participants to express, in words, art, or otherwise, their personal visions. It originates in the The Fifth Discipline Fieldbook (Jossey Bass, 1994), an excellent resource on creating and maintaining learning-oriented programs and organizations.

As people begin to coalesce around an issue or work on a particular program or project, it’s helpful to engage in bringing diverse perspectives and ideas together. The module on Creating Shared Vision is a generative way for doing so. Also drawn from The Fifth Discipline Fieldbook (Jossey Bass, 1994), the workshop guides a group through considering and developing a coherent, shared set of images, goals, and values for a given project or work. By providing an opportunity for each team member to articulate and shape hopes and expectations for a project, a shared vision helps create a culture and environment that "values full and effective participation" (as does civic engagement) of all of its members, regardless of personal identity, experience, or background.

A shared vision exercise with a bit more adventure, Cover Story: A Fun Shared Vision Exercise engages participants in a creative exercise to imagine their idea, project, or organization as a "cover story" for a published magazine or newspaper. For example, a team can imagine a Time Magazine or the local newspaper "cover" for their university’s work in the community for the year 2008. This activity provides a variety of tasks —including silent brainstorming, drawing, coming up with clever slogans— that also build individual and team communication skills.

Communicating on Issues of Diversity

At some point in the evolution of this community, it’s important to create spaces for honest and meaningful dialogue. This can happen after the exploration and visioning elements described above or earlier. In Learning Circles: An Introduction, participants have the opportunity to engage in and learn how to facilitate a learning circle, a format for shared dialogue. This format has been used for decades by organizers and has been popular with faculty and others, such as in the Invisi- ble College founded in the mid-1980’s. A second iteration of the learning circle format targeted speciﬁcally at diversity issues can be found in Learning Circles as a Tool for Diversity Dialogue. Written to further conversation on gender and racial/ ethnic diversity in particular, the workshop offers helpful discussion questions and pacing strategies.

You may also want to interject training and frameworks specifically addressing how to handle conflict, applied specifically to conflicts relating to maintaining strong diverse communities. Two workshops do so. Conflict Resolution 101: An Interactive Introduction engages participants in looking at conflict resolution through interactive activities in which they identify issues related to communication and conflict, typical scenarios, and tackle some scenarios in role plays. Through role plays, participants surface the issues involved in solving conflicts. Designed as a follow up module, Conflict Resolution 102 engages participants in discussing conflicts that are typical for their work/situation and how to address them. By presenting a strategy for addressing conflicts, participant learn a step-by-step approach for resolving conflict and apply them to conflicts they are facing personally.

Dealing with Isms, Stereotypes and Discrimination

In addition to the somewhat open and community-building oriented modules already described, it’s often important to engage people in workshops speciﬁcally addresssing issues like race, class, gender, homophobia, and so on. It’s often helpful to have built a foundation of trust and sharing ﬁrst, using other trainings and activities. The modules in this section mostly tackle various aspects of diversity.

Gender 101: An Introductory Workshop for Gender and Diversity Dialogue is a good place to start, offering participants the opportunity to consider the deﬁnition of gender, perceived gender roles and expectations, and the intersection with individuals’ behavior. This workshop provokes thought and dialogue on what gender is and participants’ own attitudes toward it in order to begin dialogue on issues that stem from it.

Building on this, Gender 102: A Workshop for Gender and Diversity Dialogue examines how gender roles inﬂuence each aspect of our lives. As a continuation of An Introduction to Gender Dialogue, this workshop will further guide participants

38 through activities that will encourage personal and group reﬂection about how gender has truly come to inﬂuence our actions and beliefs.

In Deconstructing Racism: A Workshop for Dialogue on Diversity leads participants through a series of exercises revealing how constructs of race and of racism have been woven into societal structures and beliefs, then leads participants through avenues to address these issues and essentially deconstruct them.

Addressing issues of sexual orientation and sexual preference, Homophobia: Recognizing It guides participants through a series of discussions and exercises in order to uncover and address homophobic attitudes. It also provides a structured way for participants to brainstorm and collaborate in identifying ways to address homophobia in our society. Trans 101 introduces gender in a deeper sense, exploring transgender issues through a series of interactive activities to introduce concepts and terms, as well as have participants grapple with ways to be more inclusive and aware. People Like Us uses a PBS ﬁlm (being shown at SLI) and provocative activities to have participants think about race, class, and these aspects of identity within ourselves and society.

If you want to deal with multiple issues in one setting, Working in Diverse Communities: Exploring Groups Within Groups is a longer workshop and a great choice for a retreat. It consists of a series of "group within group" discussions and sharing sessions. You can set this up using a range of "characteristics" — including age, gender, class, ethnicity/race, and so on. For each topic, the same structure, technique and guiding questions are used, allowing people to self-select one of a given set of grouping for each topic. The workshop builds understanding of and appreciation for how people value and inter- pret their own identity and group competency in dialogue.

Incorporating Diversity and Moving to Cohesion and Action

While using workshops such as those in the category of dealing with stereotypes, it’s helpful to also address diversity of work and personal style and preferences in a way that helps the group’s members to develop understanding and cohesion. Getting to issues of diverse approaches, especially of work and leadership style, Leadership Compass introduces a set of ideas around diverse work styles and approaches to projects. Relatedly, if the need is tied more to conﬂicts around personality and work style, try True Colors: A Framework for Understanding Personality. This activity is designed to provide a space for people to consider different approaches to leadership. Using a framework called "true colors" with four colors typifying common styles of leaders and their characteristics and expectations. While some might ﬁnd these types of frameworks reductionist, in fact they can provide the structure for rich sharing, conversation, and analysis and help build the groups’ competency in working together

If you’re looking for a workshop that engages people in dialogue on a range of issues, Four Corners/Stand and Declare: Building Appreciation for Diverse Ideas is an outstanding choice (and one we’ve modiﬁed for the SLI). It engages people in a semi-structured dialogue around a set of statements intended to provoke critical thinking and sharing. By doing so, participants have the chance to articulate their own viewpoints and learn about viewpoints different from their own. This activity fosters communication, listening, and leadership skills. By using statements that are designed to be intentionally ambiguous and effective at breaking the group into different perspectives, this activity helps participants to dialogue.

Often, student leaders encounter issues on their campus that cannot be addressed solely by one organization or club alone. These issues call for joint collaborative efforts by student leaders, faculty, departments, and organizations in addressing such issues. However, coalition building can be a difﬁcult task. Who Wants To Be A Coalitionist?: Building Coalitions offers a series of group exercises and demonstrations through which participants can practice ways to analyze campus issues, building coalitions, and create goals and objectives. While geared most at student coalitions, it can be applied more broadly.

39 Diversity Reflection Sessions Other Web-Based Resources

There are many resources for diversity, bio-diversity, multicultural education, anti-oppression work, sustainability and more available on your campuses and open to all on the Internet. Here are a few very helpful organizations and websites to get you started. They offer many links to other resources, though it is by no means an extensive list. We encourage you to check them out and find others.

Multicultural Education and Education for Equity Resources (alphabetical order):

AACU: Among AAC&U”s initiatives are several that focus on institutional support for diversity. Campus Diversity Initiative Evaluation Project was established to determine the impact of the James Irvine Foundation's Campus Diversity Initiative (CDI), a six-year initiative designed to help twenty-eight independent California institutions "prepare all students for leadership in a diverse society and promote the success of underrepresented student populations." Making a Real Difference with Diversity provides readers with a step-by-step guide for implementing, evaluating, and sustaining comprehensive diversity work on campus. Drawn from a six-year diversity initiative involving twenty-eight independent California colleges and universities, the monograph offers a set of promising practices and selected quantitative and qualitative ﬁndings pertaining to efforts to enhance college access and success for underrepresented students, increase the presence of underrepresented minority faculty, and strengthen overall institutional functioning regarding diversity. http://www.aacu.org/irvinediveval/index.cfm

EdChange: Professional Development, Scholarship, & Activism for Diversity, Social Justice, & Community Growth. EdChange is dedicated to diversity, equity, and justice in schools and society. We act to shape schools and communities in which all people, regardless of race, gender, sexual orientation, class, (dis)ability, language, or religion, have equitable opportunities to thrive and achieve free from oppression. EdChange offers a website where you can ﬁnd workshops, consulting services, publications, posters and artwork, and other resources. http://www.edchange.org/index.html. See in particular: http://www.edchange.org/handouts.html

Highlander Research and Education Center: The Highlander Center is a residential popular education and research organization based on a 106-acre farm in the foothills of the Great Smoky Mountains, twenty-ﬁve miles east of Knoxville, Tennessee. Since 1932, Highlander has gathered workers, grassroots leaders, community organizers, educators, and researchers to address the most pressing social, environmental and economic problems facing the people of the South. Highlander sponsors educational programs and research into community problems, as well as a residential Work- shop Center for social change organizations and workers active in the South and internationally. Groups can rent the space for events (which Bonner Programs may want to do), and they have an incredible library and bookstore. Genera- tions of activists (including Rosa Parks and Dr. Martin Luther King Jr.) have come to Highlander to learn, teach, and prepare to participate in struggles for justice. The work is rooted in the belief that in a truly just and democratic society the policies shaping political and economic life must be informed by equal concern for and participation by all people. http://www.highlandercenter.org/default.asp

People’s Institute: The People’s Institute for Survival and Beyond (PISAB), is a national and international collective of anti-racist, multicultural community organizers and educators dedicated to building an effective movement for social transformation. The People’s Institute for Survival and Beyond, affectionately known in the community as The People’s Institute, considers racism the primary barrier preventing communities from building effective coalitions and overcoming institutionalized oppression and inequities. Through Undoing Racism™/Community Organizing Work- shops, technical assistance and consultations, PISAB helps individuals, communities, organizations and institutions move beyond addressing the symptoms of racism to undoing the causes of racism so as to create a more just and equitable society. http://www.pisab.org/

SoJust: Amazing website that has been developed by EdChange and Paul Gorski where you can ﬁnd great resource lists of literature, poems, policy acts, essays, speeches, and even songs. You can click on links to direct resources and texts. It is one of the only document histories of social justice, civil rights, equity, peace, and activism on the web. Uncover the

40 history of anti-racism, suffrage, the gay rights movement, labor activism, and other movements through historic speeches, song lyrics, poetry, essays, and other documentary artifacts related to social justice. http://www.sojust.net/index.html

Training for Change: Since 1992 Training for Change has been committed to increasing capacity around the world for activist training. When we say activist training, we mean training that helps groups stand up more effectively for justice, peace and the environment. We deliver skills directly that people working for social change can use in their daily work. Some resources used at SLI for diversity sessions have come from them. Find out how to participate at: http://www.trainingforchange.org/

Bio-diversity and Sustainability Resources (alphabetical order):

Campus Climate Challenge: With 37 partner organizations and 500+ local groups the Challenge unites young people to ﬁght for and win clean energy and climate policies throughout U.S. and Canada. They are working to reduce the climate impact of our campuses and demanding that our governments and corporations do the same. You can ﬁnd local groups, get information, and get involved. Learn more at: http://climatechallenge.org/

Student Environmental Action Coalition (SEAC): SEAC-pronounced "seek," as in "seeking" -is a grassroots coalition of student and youth environmental groups, working together to protect our planet and our future. Through this united effort, thousands of youth have translated their concern into action by sharing resources, building coalitions, and challenging the limited mainstream deﬁnition of environmental issues. SEAC's history (connected to COOL’s and Bonner) began in the spring of 1988, when students from the University of North Carolina at Chapel Hill placed a no- tice in Greenpeace Magazine asking to hear from student environmentalists interested in forming a network. Visit them to ﬁnd student-oriented campaigns at http://www.seac.org/

National Wildlife Federation and its Campus Ecology Program: NWF's Campus Ecology program helps colleges and universities confront global warming by supporting and recognizing climate and wildlife-friendly practices and cultivating long-term leaders on campus and in the community. NWF views confronting global warming as one of the most important steps to protect wildlife and habitat for our children's future. Find out information and steps at http://www.nwf.org/campusecology/

Net Impact and its Campus Greening Initiative: is a new program to help Net Impact student members put their beliefs into action through campus environmental sustainability efforts. The goals of the CGI are to use business skills to improve universities' impact on the environment, as well as to raise awareness of environmental problems and solutions among emerging business leaders. They provide participating members with tangible project management, analytical, and change management skills and experiences. Visit http://www.netimpact.org/ to learn more.

New American Dream: The Center for a New American Dream helps Americans consume responsibly to protect the environment, enhance quality of life, and promote social justice. New American Dream is building a powerful constituency of individuals who live consciously, buy wisely, and band together to make a difference. They offer many helpful resources oriented toward individuals and families about how to think about buying wisely, living consciously, and more. Visit http://www.newdream.org/ to learn more.

Oxfam America: Oxfam America is a non-proﬁt organization that works to end global poverty through saving lives, strengthening communities, and campaigning for change. Its initiatives include many that work directly with students, individuals, and campuses on global issues, including around the environment, farming practices, fair trade, and policies of globalization. Many Bonners have been involved in their Change Initiative. Learn more at: http://www.oxfamamerica.org/

41pounds.org: Save time. Save trees. Save the planet. Using this site, you can sign up to eliminate all junk mail that comes to your address for ﬁve years, estimated at roughly 41 pounds of waste for an average adult (in the U.S). Visit https://www.41pounds.org/ to learn more.

Idealist.org: a portal to the nonproﬁt sector with more than 67,800 organizations in the United States and coun- tries around the world, Idealist is a resource you should know and use. Find organizations, jobs, internships, resources, and more. Sign up and receive emails with the kind of resources you are looking for, including on diversity and biodiversity. Visit https://www.idealist.org/ for more.

41 Other Logistics Emergency Information

Rules

While participants are on campus and in Oberlin, participants must follow all rules and regulations of Oberlin Col- lege, as well as all laws of the state and United States. This includes no underage drinking and no illegal drug use of any kind. The Oberlin College Student Regulations, Policies and Procedures manual, states unequivocally that the illegal possession, use, and distribution of alcohol and other drugs will not be tolerated. Given the mix of ages at SLI, we are not allowing drinking of alcoholic beverages in any dorms. In addition, keep in mind that participants are is responsible for any damages to residence halls. We ask and expect that staff and students participate fully in all aspects of the Summer Leadership Institute, including staying around the town of Oberlin during the evenings. We are together only for a few days and want to build community in a safe, responsible manner. Please recognize that we view all participants as adults responsible for your own actions as representatives of your campuses and of the Bonner Program and Foundation.

Issues

Questions, concerns, problems regarding housing or meals should be directed to Residence Education at (440)775- 8472 during ofﬁce hours (Monday-Friday, 8am-5pm)

Questions, concerns, problems regarding housing during Residence Education's NON-ofﬁce hours (5pm-8am) should be directed to Donna Russell (440) 864-5222

Questions, concerns, problems regarding Summer Leadership Institute (i.e. problems with AV equipment, lost, etc) should be directed to Donna Russell (440) 864-5222 or Beth Blissman at (440) 749-0294

Residence Hall Information: Make sure to BRING YOUR KEYCARD WITH YOU EVERYWHERE, IT IS NEEDED FOR ACCESS TO YOUR HALL, MEALS, AND ACCESS TO OTHER BUILDINGS. All residence halls are secured 24-hours a day. Access is controlled through an electronic card-access system, which affords access to all resident guests. A sophisticated computer-based life-safety system located in the ofﬁce of Safety and Security constantly monitors a network of intrusion-detection and ﬁre-safety alarms throughout the campus. Guests are in- structed to bring their room keys with them when they leave their room to avoid being locked out. In Case of Emergency

In case of emergency, individuals should contact Campus Safety and Security at their 24 Hour lines: (440) 775-8911 - FOR EMERGENCIES ONLY

Criminal activity, suspicious activity, and emergency situations on College property should be reported in a timely manner to the Safety and Security ofﬁce, 159 W. Lorain St., in person or by telephone to (440)775- 8911. The Safety and Security ofﬁce can be dialed from most telephones on campus and there are "blue light" telephone outside around campus for emergencies. Parking

Please park for the conference in any visitor lots next to Stevenson (on Professor Street) and next to the Recreation Center (on Woodland Street). Every one will get a parking permit at registration and directions to the lots or see the map.

42 43 A note about using the map (inside back cover):

Registration is at the Science Center Atrium, #51 on the map. All Group Sessions are being held in the Science Center West Lecture Hall.

Workshops are being held in the Science Center (#51) and Wilder Hall (#29) classrooms. The Gym (#34a) is also being used for one block and is open for free time.

Meals are in the Stevenson Dining Hall (#54).

SLI participants are staying in the following places: Bailey Hall, # 43 on the map Burton Hall, # 44 on the map. Zechiel Hall, #45 on the map. Barnard Hall, # 49 on the map.

Social Options in the Cat-in-the-Cream are in the Hales Annex # 34.

The Bonner Center for Service & Learning is Lewis House, #6 on the map.

Exploring Diversity People, Place, Culture, and Ecology

Bonner Summer Leadership Institute 2007 Hosted by Oberlin College • June 3-6, 2007