Description
This is a 2-part online dialogue skills training for faculty focused on tools to navigate difficult dialogues in the classroom. The dialogue skills will also benefit staff in having more effective staff meetings and support them in difficult conversations they may have in their role, with students, faculty or other staff.
The framework and tools covered in the trained are derived from the 4-stage intergroup dialogue model developed at the University of Michigan over 35 years ago and is now an evidence-based practice for building understanding across differences, supporting intergroup empathy, and collaborative action for social change (Gurin, Nagda and Zuñiga, 2013)1.
The first 90-min session (Part 1) will be on Thursday, September 26, 2024, and will focus on learning key tools for supporting dialogue instead of debate when different perspectives emerge in a classroom discussion. The second 90-min session (Part 2) will be on Thursday, November 7, 2024, and will focus on tools for responding to conflicts and offensive comments and will also include an opportunity to practice applying the tools to respond to different classroom conflict scenarios. By the end of the 2-part training, faculty will have learned tools for fostering constructive dialogue and managing classroom conflicts.
*Part 1 is required to participate in Part 2.
Instructor
Anna M. Yeakley, PhD, MSW, currently serves as a national trainer and consultant in intergroup dialogue, facilitation, inclusive teaching practices, and strategies for responding to conflict. Anna has over 25 years of intergroup dialogue facilitation, training, program administration, and research experience, and has helped to develop new intergroup dialogue programs at 11 college campuses across the country. One of the largest programs she helped to develop was at UCLA, where she was the Director of the Intergroup Relations Program and a faculty instructor for the intergroup dialogue and facilitation training courses in the UCLA School of Education.
Anna has led online dialogue facilitation trainings for higher education faculty, staff, and administrators, as well as K-12 teachers and community practitioners from across the country since 2019 and provided dialogue facilitation training to officers and enlisted from the United States Air Force from 2021-2022.
Anna was trained in intergroup dialogue as a Social Work and Social Psychology doctoral student at the University of Michigan. Much of her passion comes from her personal experience growing up in a bi-cultural, bilingual, immigrant family, and being a college student caught in the middle of the inter-ethnic tensions that took place during the Los Angeles Riots/Uprising in 1992. Anna’s educational background includes Social Work (PhD, MSW, University of Michigan), Social Psychology (PhD, MA, University of Michigan), and Electrical Engineering (BS, Caltech).
Agenda & Learning Objectives
AGENDA:
| 12:000 |
Registration |
| 12:15 - 1:00 |
|
| 2:00 -1:45 |
|
| 1:45 |
Questions & Adjournment |
LEARNING OBJECTIVES:
Upon the completion of this workshop, participants will be able to:
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To explore and understand dialogue pedagogy
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To learn and understand Dialogue Tools for Navigating Classroom Conflict /Difficult Dialogues
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To learn and understand key tools for fostering constructive dialogue and managing classroom conflicts effectively
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To explore how dialogue helps build inclusive learning environments
Bibliography & References
BIBLIOGRAPHY & REFERENCES
Nagda, B. A., & Gurin, P. (2007). Intergroup dialogue: A critical-dialogic approach to learning about difference, inequality and social justice. New Directions for Teaching and Learning, 111, 35–45.
Nagda, B., Gurin, P., Sorensen, N., and Zuniga, X. (2009). Evaluating Intergroup Dialogue: Engaging Diversity for Personal and Social Responsibility. Diversity & Democracy, 12, (1), 4-6.
Sorensen,N., Nagda, B., Gurin, P., and Maxwell, K.. (2009). Taking a “Hands On” Approach to Diversity in Higher Education: A Critical-Dialogic Model for Effective Intergroup Interaction. Analyses of Social Issues and Public Policy, 9, (1), 3—35.
Zuñiga, X., Nagda, B. A., Chesler, M., & Cytron-Walker, A. (2007). Intergroup dialogues in higher education: Meaningful learning about social justice. ASHE Higher Education Report Series, 32(4). San Francisco: Jossey-Bass.
Target Audience
Social Workers, LCPCs, and Psychologists
We welcome anyone interested in the topic!
