Individuals from underrepresented backgrounds face the challenges of isolation, psychological distress, and confronting cultural expectations on a daily basis. When members of these identity groups lack a supportive social network or community, both persistence and retention rates drop (Clark, 2019).

Students, faculty, and staff members at S&T are invited to engage in meaningful dialogue centered on the importance of allyship. Participants will not only better understand allyship as a concept, but also learn how to apply this in their lived experiences. Through this workshop, SDI aims to help all members of our community grow towards an intercultural mindset and express these values with others confidently.

Recommended Length: minimum 30 minutes. It can be extended to 45 minutes by including scenarios or case studies.

Clark, B. Z. (2019) Enhancing Racial Allyship at a Predominately White Institution. University of San Diego: Higher Educational Leadership.

Research continues to demonstrate that LGBTQ+ students in STEM fields exhibit lower rates of persistence and retention. As many as 7-10% fewer sexual minority students are retained in STEM fields than their heterosexual peers after 4 years in college (Hughes, 2018). 

In addition to fostering a greater sense of belonging for our LGBTQ+ students, this workshop aims to build valuable bridges between students in this community and their allies. SDI firmly believes that building community benefits everyone and we look forward to working with your group towards a supportive and interdependent campus community. This presentation includes self-reflective activities, exploration of terminology, tools for supporting the LGBTQ+ community while creating a more inclusive environment, and resources on and off campus for the LGBTQ+ community and their allies.

Recommended Length: minimum 2 hours.

Hughes, B.E. (2018). Coming out in STEM: Factors affecting retention of sexual minority STEM students.
Science Advances, 4(6).

Growing in cultural competency takes education, time, and practice. Recognition of the importance of cultural competence dates from the 1980s and has been more recently emphasized as the key to work effectively with people who define problems differently (Matlin, et. al., 2019). 

This session serves as a primer to diversity and inclusion concepts. The presentation includes basic definitions of important terminology, an overview of inclusion-related concepts, and case study practice. Whether it’s continuing students’ identity development or following training exercises that help strengthen our campus community, this workshop will help participants both navigate relationshipbuilding with peers from different backgrounds and utilize resources in the S&T community for further support.

Recommended length: 45 minutes

Matlin, S.A., Yam, V.W.W., Mehta, G., Krief, A., & Hopf, H. (2019) The Need for Cultural Competence in Science: A Practical Approach to Enhancing Equality, Diversity, and inclusion. Wiley, Angew Chem Int Ed Engl., 58(10), 2912-2913.

Increased awareness around the complexities of gender identity and expression has given rise to questions regarding best practices for promoting gender inclusivity on campuses and around the country (Harbin, 2019).

Cultivating a gender-inclusive campus environment requires a familiarity with, and willingness to use, gender non-conforming vocabulary. SDI hosts this training in an effort to promote a gender-inclusive environment by teaching basic definitions of pronouns and the use of gender-nonconforming pronouns. We also educate participants on common misconceptions surrounding pronoun usage and how to organically incorporate pronouns in everyday life. By doing so, we not only support our LGBTQ+ community members with an increased sense of belonging, but allies to this community gain a better understanding on how to support fellow peers and create a more inclusive environment. 

Recommended length: 45 minutes

Harbin, B. (2019). Teaching Beyond the Gender Binary in the University Classroom.

Please note: Requests for training must be submitted at least 30 days prior to date training is being requested.  

If you are interested in training on a topic not currently listed please complete the below training needs questionnaire and we will work with you to customize a training opportunity that fits your organization's needs. 

Training Request Form