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Student Diversity Initiatives Training and Education Opportunities
Please see below for a list of current training educational opportunities offered by Student Diversity Initiatives.
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.
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.
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
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
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.
Available to S&T staff, faculty, and students.
Recommended length: 45 minutes
Harbin, B. (2019). Teaching Beyond the Gender Binary in the University Classroom.
If you are interested in training on another topic please complete the training needs questionnaire and we will work with you to customize a training opportunity that fits
your organization's needs.