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Professional Development

Faculty & Staff Workshops

Below is an overview of workshops the ACM consortial office will provide to enhance intercultural skills among ACM faculty and staff. The sessions will cover a range of topics from in-class facilitation, to student advising/mentorship and other institutional processes and decisions. Our goal is to provide skills and evidence-based practices that individuals can take back to their specific departmental and divisional contexts.

Workshops are scheduled for every fourth Thursday of the month from 4:00 - 5:30p.m. (CT). Sessions will be recorded and made available on this page within a week of the session. Alternative dates will be identified for November (Thanksgiving) and December (Winter Break).


Click here to register for our December workshop!

Session 1: Charting the "How": Coalition Building and Policy Change in the Age of Anti-racism

Date & Time: Thursday, September 24, 4:00 - 5:30 p.m. (CT)

In the past, diversity, equity, and inclusion efforts on many of our campuses have been the purview of staff offices devoted to intercultural relations; beyond that, much of the work has often fallen by default (and in the form of uncredited labor) into the lap of faculty, staff, and students of color. The work has also often been reactive - responding to a racist incident on campus, for example - rather than sustained.  Events of the last two years have illustrated the need to have a more intentional, proactive, and cooperative campus-wide effort to create a culture of equity and anti-racism.  In this presentation, staff and faculty from Lake Forest College will share the work they have done over the last two years to create partnerships among faculty, staff, and students that have led to a multi-faceted set of initiatives and policy changes.  We are at the beginning of this work, but we hope that sharing our challenges and successes will lead to a meaningful discussion among the Associated Colleges of the Midwest.


  • Claudia Ramirez Islas, Director for the Office of Intercultural Relations, Lake Forest College (she/her/hers)
  • Anna Jones, Professor of History and Director of the Office of Faculty Development, Lake Forest College (she/her/hers)
  • André Meeks, Assistant Director for the Office of Intercultural Relations, Lake Forest College (pronoun indifferent)


Session 2: Taking the Measure of our Gatherings: Identifying points of access and exile, and creating belonging in our spaces

Date & Time: Thursday, October 22, 4:00 - 5:30 p.m. (CT)

In this workshop, we will discuss the ways in which our identities give us points of access and subject us to points of exile within our many professional contexts, and how assessments that seek to understand experiences as well as outcomes can be used as tools for equity.


  • Devavani Chatterjea is a Professor of Biology at Macalester College. Devavani works at the intersection of inflammation, allergies, and environmental health to study intersections of allergies and chronic pain.  She enjoys working collaboratively on art/science initiatives and STEM equity and inclusion projects.
  • Sedric McClure is Assistant Dean for College Access, Retention, and Success at Macalester College. Sedric’s work has revolved around college access for underrepresented students, social justice education, as well as creating pathways for students’ academic trajectories and self-actualization.
  • Nancy Bostrom is Associate Director of Assessment at Macalester College. Nancy helped to establish an institutional framework for assessing student learning outcomes in and out of the classroom. She also works with faculty and staff across Macalester to define goals and appropriate assessment plans given a department’s specific objectives.


Session 3: Inclusive Discourse – Free Speech & Disagreement

Date & Time: Thursday, November 12, 4:00 - 5:30 p.m. (CT)

Academic inquiry requires the ability to test ideas, consider multiple perspectives, and actively seek and constructively engage disagreements. With little training and even fewer models of talking about, with, and across difference, students (and faculty, staff, administrators, and community members) often fear discussing controversial issues or diverse perspectives or do so in ways that can be detrimental to both the mission of open discourse and the campus climate. Through an examination the principles of academic freedom of expression, this session explores developing student and campus capacity for vigorous, inclusive, and productive discourse.


Leila Brammer is Director of the Parrhesia Program for Public Discourse at the University of Chicago. Through curricula, programming, and outreach, the Parrhesia Program seeks to foster robust, inclusive, productive discourse in classrooms, campus life, and the community. To this work, Leila brings a background in rhetoric, civic learning, and faculty development. Prior to University of Chicago, she spent over two decades at Gustavus Adolphus College in the Communication Studies Department (she/her/hers)


Session 4: "1 Angry Black Man" Film Discussion with Writer/Director Menelek Lumumba

Date & Time: Thursday, December 10, 4:00 - 5:30 p.m. (CT)

We are joined by Colorado College alum and award-winning filmmaker Menelek Lumumba ('02) to discuss his film "1 Angry Black Man." The film takes place in an African-American literature class at a liberal arts college and critically examines discussions of race, boundaries of identity and political correctness, and how what happens outside the classroom shapes the people and discussions inside the classroom. It's a film with themes that resonate vividly following the fraught conversations about race and racism that emerged following the death of George Floyd. Lumumba was born and raised in Denver, Colorado. He double majored in English and Film Studies at Colorado College and attended Howard University's Master of Arts program, concentrating on Cinema.

We encourage everyone to watch "1 Angry Black Man" prior to our conversation. The film can be rented at YouTube, Google Play, iTunes, Vimeo, and select on-demand cable platforms. 

Session 5: Culturally Responsive Student Mentorship

Students look to faculty for guidance in the classroom and in navigating a major over their time on our campuses. Research has shown that a single model of mentorship may not resonate with all students. This session will introduce mentorship and advising skills to better connect and build a relationship with students of color throughout their collegiate experience.

Session 6: Diversifying Pedagogy

A syllabus is a communication of course goals, materials that faculty want students to engage, and a roadmap for a semester/term/block. Syllabi can also inadvertently convey unintended impressions about who has educational value. This workshop offers guidance and reflection on reviewing syllabi and how bringing in historically marginalized scholars can support our teaching goals.

Session 7: Cultural Taxation

Coined by Amado Padilla in the mid-1990s, “cultural taxation” refers to the burden placed on faculty and staff of color for engaging in campus service that is directly connected to their personal identity. Actions like mentoring students of color, serving on diversity committees, and other forms of “invisible labor” take a toll on faculty of color over time. This session highlights areas of cultural taxation on campus, methods for making that labor visible, and how campus colleagues can best support their peers in these spaces.

Session 8: Hiring, Promotion, & Tenure

Even as our campuses diversify their student populations faster than regional or national averages, there remains a gap in hiring diverse faculty and retaining them. While more people are familiar with implicit bias as something to be aware of in evaluation, how our biases influence decision-making can be different along one’s professional journey. This session reviews common challenges to faculty diversity and offers evidence-based best practices attendees can customize to their institution for addressing faculty diversity.

Session 9: Names and Commemorations

History and tradition are commemorated in higher education through naming conventions, including endowed fellowships, named professorships, naming rights for buildings, and other forms of recognition. While maintaining that cultural significance is important, there are renewed calls to review these symbols and their meaning. This workshop focuses on how campuses balance their historical origins with contextualizing their significance in our current environment.