 They establish collaborative relationships strong all the way across the university, which enables the community to be more effective in providing services. They also partner with different groups within Northwestern University. Some of them are CARE, which is the Center of Awareness for Response and Education. Gender and Sexual Resource Center and CIC, which is Campus Inclusion and Community. Those are some examples that we have many, many groups at Northwestern. The Women's Center has a commitment to advancing not just women themselves, but gender equity and inclusion through engaging. They foster the development and individual and collective strengths to cultivate social responsibility for students, staff, and faculty. So with the Changemakers Program specifically, between 2012 and 2014, the Women's Center hosted a series on power and privilege that included keynote speakers, workshops, and then of course the kickoff for the Changemakers Program. For the program itself, this heightens and deepens the understanding around social identities and privilege within the community. So when the Changemaker Program starts, they start to build cohorts every year of individuals who share a commitment to establishing an inclusive campus across identities. They develop a set of skills and techniques to address individual and structural power and privileges that challenge Northwestern as an institution. And of course they empower a cohort of people to act and make change at Northwestern and the partnerships they have beyond Northwestern. So the program itself begins with a two-day intensive, usually in the fall. It's a two-day intensive of self-reflection and dialoguing workshop led by experts in the research-based intergroup relation model. This model comes from the University of Michigan. Skidmore College and Dr. Charles Bailing of the University of Michigan, they designed to supplement and allow information sharing around the diversity of work that is being done around inclusion. So each year by application, there's two cohorts that are formed for the two-day intensive. One cohort is specifically for staff and then the other one is specifically for faculty. They initially tried to do it with a mix of faculty and staff. And then when they started that initially, the conversations between faculty and staff, it seemed as though that faculty were getting, they were tuning the conversation out because the faculty at Northwestern, of course, when they were listening to staff, they felt like they knew all there was about inclusion, all there was about equity, and they wanted to talk more theoretical than experiential. And so they adjusted and they modified and they tried to do it separately for staff and for faculty. And that turned out to be a much better experience in terms of conversation between the groups. So after the two-day intensive, cohorts meet on a monthly basis. They meet for seven months. So two intensive days in the fall and then after that once a month afterwards. And what we do once a month is we do activities, we do exercises, and we share experiences within the university. They share a lot of testimonies. And the director of programs at the Women's Center, Alicia Wartowski, is leading the program there for change makers. She does a phenomenal job. And Joki Kamu is the associate director. Those two are the ones that lead the once a month for seven months afterwards. So in terms of university-wide, that was what the change maker program looked like, but within the university library. So let me take a step back. There were a total of 249 people who participated in the change makers program. And out of that 249, there were 19 staff. So Alicia, she selects the applications intentionally, where she does want representation of all diversity and socioeconomic LGBTQ. All the gamut of population that you can have in the cohort, they found out that the most people who do apply are white women because they have this motherly instinct to care. We try to encourage people of color to apply people. And so it's a selective process because we do want to have that conversation of just not a one-sided conversation. So as a result of change makers, the impact was in the library. So back in 2017, the change makers held their first annual change makers conference. That means all the cohorts. We had six years of people, of cohorts coming together and talking about what they could do to change their workflow process within their departments. The women's center actually wanted to label the change makers conference, their first annual conference as a racist conference, but the university did not want to call it that. So they said, no, please don't call it a racist conference. So they changed it into a change makers conference. And then normally as the people from the library who attended the change makers conference got together during this first annual get-together for all the cohorts, the library got together for all the people who went through the change makers program. And we looked at the workflow process. And I was, I've been, I'm currently in a two-year term on a search committee and nearing the end. And we looked at the search process for the library itself. And so putting it into context, the search committee goes through an unconscious bias training. And with that unconscious bias training, we look at all the candidates that come in and the search committee puts forth at the end if the final candidates are appointable or non-appointable. And so the hiring manager is the one that picks the one from the appointable pool. And so when our group of library change makers looked at this, we noticed that there was a loophole where the hiring manager did not go through the unconscious bias training like the search committee did. And so we had went to organizational development and asked if this would possibly be changed. And organizational development had open ears and were listening to us. And then even before I came here today, just in the past two or three months, the hiring managers are now going through the same training as the search committee for the unconscious bias. So those were key stakeholders in the hiring process. And that was a result, an impact from the change makers program. So aside from all the boring statistics and what you may have heard throughout the whole week about diversity, equity, inclusion, reasons for myself for joining the change makers, one, of course, was increasing awareness among library staff about diversity, equity, inclusion. And then, of course, just a recent example of improved workflow. And then, of course, there's other reasons that I joined change makers. And it was a really big impact for me. So back and maybe I should even go further back. I started library school in 2015. I had the privilege of being selected as one of the IRDW diversity scholar. And I went to an ARL annual leadership symposium back in January of 2016. And that was my biggest learning curve of cultural competency in diversity, equity, inclusion. And we had a cohort there of just testimonies and experiences of sharing, very similar to what was said here in the previous session of microaggressions, higher education deficiencies in inclusion. And then that was back in January of 2016. And then my younger son was graduating in the spring of 2016. And he, right before he graduated high school and he was going off to college, he came out to my wife and I of having, coming out as gay, having a same-sex relationship already. And of course, my wife and I, mostly my wife, just grabbing all the books of how to support your children coming out gay. And then also just during that summer while we had that short time with him, like how to support him. And we attended some support groups during the summer of 2016, but they all fell short. Not really just addressing the needs and how we can communicate with my son and how we can communicate love to him. And then, of course, change makers came during the fall of 2016. And just creating relationships in those change makers of people who were in long-term same-sex relationships even within the library came forward to me and shared the relationship, shared some counsel, shared some advice. And that was more than whatever a support group can offer. And just learning how, just to communicate to my son about how we can support him. And even solidifying the things that I've learned in the annual leadership at IRDW. And so going through the change makers month after month, my wife and I were able to communicate to him and support him in every way. And then in the following year, in the summer, I attended my first ALA annual conference and was invited and was privileged to become an ALA Spectrum Scholar. And I attended the Spectrum Leadership Institute. And that just solidified and confirmed just how we were communicating with my son, how we were just supporting him. And even just confirming and solidifying how I was communicating and creating relationships within the library and the university. It was just long-lasting relationships and just how we just made those connections together. I wouldn't have made those connections and those relationships without my experience in change makers or without my experience in the IRDW leadership symposium the spring before. And so that's my personal perspective of the change makers program that we have at Northwestern. I just want to put up some resources. I put up the URLs, but this is, you can even Google it, the women's center and change makers URL. But what I really want to encourage you is the third URL there, the Vimeo.com. It's a change makers video of what it culminates into what the impact is within the university of all the departments across the board of the university. I encourage you to go take a look at that within the next week. And if anybody wants to talk to me about change makers further or any other details, my email is right at the bottom and I'm going to turn it over to Gerald. So we'll have questions and answers at the end. I want to talk about the Rachel Equity Institute, LLC. REI is a for-profit entity, so I am not endorsing or selling any products. I am sharing information that I hope will be useful. I serve as the diversity coordinator at university libraries at the University of North Carolina at Greensboro. I am also the chair of the university's Faculty Senate Equity Diversity and Inclusion Committee, a committee that began about four years ago. In 2015, I heard about the Rachel Equity Institute, LLC, training from a person of color at another UNC System University. I am always searching for opportunities to participate in professional development. I also look for professional development ideas that I can bring back to the library for faculty and staff to participate in. Since I had an interest, I was told that I needed to plan to attend a two-day training session. On March 7th and 8th, 2016, which is a Tuesday and Wednesday of spring break, I attended the Rachel Equity Institute, LLC. I invited members of the Library Diversity Committee to join me. Two members attended the session with me, the Diversity Resident Librarian, along with a library staff member. The training session was held at a local church with about 60 participants. The Rachel Equity Institute, LLC provided an intensive two-day training session, talking points, historical factors, and organizational definitions of racism and white privilege. All are crucial parts of the training session. Now, moving to last summer, summer of 2017, Dean Martin Halbert became Dean of University Libraries on July 17, 2017. Shortly after he joined the library, he attended the REI training session at a local hospital training facility during the fall semester 2017. He was so impressed with the Institute that he shared his good thoughts with the Provost. They both decided that a session was needed for UNCG, and they funded the plans for the UNC at Greensboro to host the Institute. I was delighted to hear the good news. I was invited by the Dean of the University Libraries to serve on the planning committee for the Institute, identify others campus-wide to serve on the planning committee, and to serve as a host. The six-member committee included the Dean as the Chair, and of course me, the UNCG Chancellor's Fellow for Campus Climate, who is also the Chair of the Chancellor's Committee on Equity Diversity Inclusion, the Chair of the UNCG Faculty Senate, and a member of the Faculty Senate Committee on Equity Diversity Inclusion from the School of Nursing and the School of Health and Human Science. The planning committee thoughts. Now, of course, this session was held about a month ago, April 6 and 7, 2018, on a Friday and a Saturday. We hosted the REI Institute on campus. We registered 40 participants. Of the 40, only one participant was from the library. Also, we lost six participants who did not return for the Saturday session. Let me repeat that. We registered 40 participants. Of the 40, only one participant from the library. Also, we lost six participants who did not return for the Saturday session. Although the session was hosted at UNC at Greensboro and held on the UNCG campus, we really wanted community members to participate. So we had 10 faculty members, 10 staff members, 10 students, and 10 community members. And the community members, each of them, they paid $40 to register. The next steps for the REI Planning Committee. We would like to find out from the 40 participants using an e-electronic survey if the training was helpful and whether the facilities provided a comfortable setting. We would like to plan for a future REI training session. After we have a second REI training session, we would like to invite participants who have attended the initial session to participate in a separate Latino Challenges training session that's also would be hosted by Racial Equity Institute, LLC. We will discuss ways to increase the participation from library staff and faculty. We will also look to see if we can increase the participation from other units and schools that did not participate in the April session. To ensure the success of the Institute training, I would like to share a few additional ideas. The training should be times intensive, 16 to 20 hours, two days of content and dialogue should be planned. Training must be facilitated by experts in both content and facilitation. Racial issues are complex and sensitive. They require highly trained individuals for facilitation. Facilitators and trainers should be community-based to avoid a conflict of interest. We chose community-based trainers and not UNCG-based trainers. The training should not be a singular event. There should be opportunities for continual engagement and sustainable growth. During the question and answer time, if time permits, I will come back to ask you a few questions to add and encourage your participation in this important conversation. Thank you. I'm fielding IT real quick. My name is Mohamed. I am the social sciences librarian and the coordinator for government information at Florida State. I am going to be talking very briefly about how Florida State University adopted and implemented the National Coalition Building Institute NCBI followed by a very brief assessment of how the institute has performed so far but also the motivations for Florida State adopting NCBI over other similar institutes here in the United States. So very briefly, I wanted to start with this quote, all great changes are preceded by chaos and Florida State University isn't really an exception to that. So here's the story of why FSU adopted NCBI. In 2012, the vice president for student affairs at the time merged the Center for Multicultural Affairs and the Center for Leadership and Civic Education. So right about the time of this major, the accrediting bodies of NCBI, sorry, of Florida State University recommended an increased focus on diversity and inclusion. There were multiple incidents on campus, mostly within student organizations and also within departments that showed symptoms of challenges around diversity and race. And as a result of that, the Center for Leadership and Social Change was created. So the Center for Leadership and Social Change replaced the Center for Multicultural Affairs and the Center for Leadership and Civic Change. The objective for that was to make sure that diversity and inclusion was integrated in the campus-wide culture at Florida State University. One of the very first things that the Center for Leadership and Social Change did was to create partnerships with the Central Human Resource Department and they made sure that diversity and inclusion wasn't a stand-alone center, but that it was integrated in the entire campus culture on campus. Because of that, because of the partnership between human resources and the Center for Leadership and Social Change, the Council for Diversity and Inclusion was created on campus and this council was put under the portfolio of the Assistant Vice President for Human Resources. Like many diversity, you know, councils on campus do, they developed a strategic plan and diversity and inclusion became an integral part of the strategic plan on campus. So goal three of the current Florida State University strategic plan specifically calls for realizing the full potential of diversity and inclusion on campus. Implementing NCBI is one of the strategic implementations of that plan. So that's how NCBI became a campus institute. And in the past four years, preceding all of that, FSU has been recognized for higher education excellence in diversity and inclusion and FSU is also currently recognized as a diversity champion in the United States. So very quickly about NCBI. NCBI refer, you know, they characterize themselves as an international non-profit leadership training organization that works to eliminate prejudice and discrimination throughout the world. They have global presence all around the world and they were present in post-apatite South Africa as part of the country's post-conflict truth and reconciliation commission, for example. NCBI, you know, operates around 32 principles. So everyone who is a member of NCBI is required to know these principles. These principles are in a book titled Leading Diverse Communities that every member of the campus team is required to read and digest. I can't really, you know, go through all 32 principles, but I've listed the top five principles that also represent the sequence of prejudice reduction and discrimination trainings on campus. These five principles also, you know, exemplify the way leadership in diversity and inclusion is talked about on campus. So the top most principle that is also the most important principle for NCBI is that every person, regardless of identity and what you represent is valued and that your opinion counts. So this principle is emphasized throughout the NCBI Institute training and participants are made sure, you know, that they feel comfortable enough and that they feel valued throughout. The second principle is that although we are, you know, all valued human beings, however, we do carry stereotypes about people. NCBI refers to these stereotypes as a record player. So think about a record player that has a soundtrack on it and then you keep on playing the soundtrack over and over again, you know, on this record player. So that's how they characterize stereotypes. So we all carry stereotypes about people and as a result of those stereotypes, we can really build effective relationships with them. However, listening to people, you know, listening to their life experiences opens up our perspectives a little bit and it also changes the way we see people. We learn to understand why people behave the way they do and why they react to certain situations the way they do. Skills development leads to empowerment, you know, so when you develop the skills, you know, as someone from a minority background, you learn how to react in these situations but also skills development builds mindfulness, you know, in all of the participants. So you know how, you know, to act with a minority person. You learn to be, you know, not necessarily sensitive but mindful of their identity and, you know, what offends them. And lastly, there is, you know, the leadership appreciation aspect of it. This really is my very first experience with leadership appreciation but NCBI emphasizes quite a bit on leadership appreciation and by that what they mean is leadership is much more effective through generosity than through, you know, critiques. So at the end of every NCBI meeting, they, you know, the campus group takes time to go around the room, you know, with closing thoughts and, you know, thank the leadership for the very difficult work they do with diversity and inclusion on campus and by doing that it is believed that the leadership on campus for diversity and inclusion, you know, are empowered. So anyway, using all of those principles, NCBI has created what is called campus affiliates on college and university campuses around the United States. There are, you know, three main objectives of NCBI groups on every college campus. The top most objective is to help college campuses to create environments where everyone feels belonged. So this includes meeting spaces, you know, classrooms and all of that. And also develop leadership for diversity resource teams and by leadership for diversity resource teams they mean a diversity and inclusion NCBI group on campus that implements all of the 32 principles that, you know, NCBI advocates for. And with that they also offer customized training on campus for diversity, equity and inclusion and the training is open to all faculty, staff and students, basically everyone who is a member of that institution. There are currently 23 campus affiliates for NCBI in the United States and Florida State is one of them. Florida State became a campus affiliate a few years ago and NCBI a few years back was recognized by the United States Department of Education for their educational significance and, you know, for the quality of their campus curricular. So it's a very, you know, global institute and they're really highly recognized on college campuses. So here is what Florida State has done so far. Using all of these principles and using all of these objectives FSU invited NCBI on campus and the FSU NCBI team has four main strategic goals. So one of those goals we've already talked about, you know, create dialogue and make sure that classrooms and meeting spaces are all inclusive and everyone feels valued and heard. You know, FSU NCBI is also considered a quick response team for conflict intervention on campus so mostly between student groups and if there is, you know, an instance of discrimination or oppression even within academic departments then NCBI is invited to go provide, you know, training and intervening in those situations. There, you know, is also a lot of work from the NCBI leadership group to make sure that campus policy is inclusive and that it represents the different principles of NCBI and by campus policy, I mean they've met with the president, they've met with the president's cabinet, they've met with the dean's council and all of the chairs of departments to make sure that diversity and inclusion, you know, is an integral part, you know, in running academic departments. And lastly, they provide training. There it says four and eight-hour trainings but NCBI doesn't really have a four-hour training. I'm going to be talking about that quickly. They only have an eight-hour training but FSU has struggled quite a bit, you know, with eight hours because staff, you know, do not have the time to attend the eight-hour training. So what we did was we compressed the eight-hour training into a half-day training for hours and, you know, there are advantages and disadvantages to that. And the last thing we do is we provide listening tables. So here is what a listening table looks like. It is a listening table, it says listening table and it says what's on your mind today. The table itself is manned by two representatives from NCBI. There is a table every two weeks so whenever there is a campus event, this could be Market Wednesdays, you know, or if there is a social event, NCBI puts out a table and it's just a sounding ball, you know, so students feel confident enough to go up to NCBI members and say, here is what I am observing on campus. Here is what I don't like. Here are the challenges that I face as a result of my identity and NCBI takes all of that feedback, you know, back to the administration and makes sure that they are aware about it. So we also put out, you know, some swag out there. There is a flyer that advertises all of the workshop and it has, you know, the registration link. So it's really, you know, the listening tables, as much as there are listening tables, it's really one of the ways that NCBI has, you know, had a word out. So a very quick overview of the campus NCBI team. Here is the makeup of it. There are currently 30 faculty, staff and administrators serving on it. We do not have a departmental chair and we don't have a dean, we do have some associate deans and some directors on campus serving on the team. The good thing about NCBI on campus at Florida State is that it has representation, you know, from different units on campus. So basically every single, you know, major unit on campus that provides student services is represented and, you know, that really is the strength of the group because it is such a big group because you cannot have, you know, 30 trainers, you know, training people. It was subdivided into six groups. Every group has five members and it is those groups that go out to departments and train faculty and staff on prejudice reduction and discrimination. We meet monthly as a team. It's a very long meeting. It's a two-hour meeting. You know, during those meetings, we also rehash the principals and practice the trainings a little bit and then, you know, once a month, we also meet with the NCBI Global Liaison. So NCBI International has a designated Liaison for every college campus and we do have a conference call with the FSU Liaison. We're also recruiting for new members every now and then. Someone resigns from the, you know, team either because they're leaving FSU or because they have, you know, new responsibilities that they cannot, you know, do all of it at the same time. We recruit a new member. We send them out for training. The training is called the International Leadership Development Institute. It's an institute that all of us have to attend. It's a pretty intensive, week-long institute. The upcoming institute is going to be in Oklahoma next month and all of the new recruits from Florida State are going to be sent to that institute. Basically, it's the trainers workshop. So again, like all campus teams, I'm not going to spend time on this, but we do have, you know, small groups on campus that make sure the team is operating very smoothly. We have a PR team that creates the website, social media. The cultivation group basically meets with the university administration and bring them up to speed with, you know, the way NCBI is being implemented on campus and any challenges. The toolkit develops the training kit that is used for the workshop. We also have, you know, a housekeeping group and an assessment team that I have helped serve on. So here is the workshop. When they say prejudice reduction and discrimination training at NCBI, here is what it looks like. There are six aspects of this training. It's an eight-hour training, so I can't really do justice to it. You know, just describing it in a few minutes, but, you know, just to briefly introduce it. So basically what happens, the training starts with identifying all of the different identities in the room amongst participants. And by doing that, we identify the differences and the similarities between us, but we also learn to welcome people that are different from us. It is called ups and downs because NCBI has a very long list of identities, and every time they call that identity, if you're, you know, part of it, you stand up and everyone, you know, chairs for you, and then you sit down. And it takes a long time, you know, to go through the list, but, you know, the very interesting thing is we always think the list is comprehensive. I mean, we update it, and I mean, it's as comprehensive as you can get. But at the end of that, you know, aspects of the training, we always ask if someone identifies as something that wasn't, you know, called out. And, you know, there is always one or two categories left out, you know, that we go back and add to the list. But again, it's a very good way of making sure that people are proud of who they are, that their identities are recognized, and that they are welcomed, you know, based on their identities and not necessarily as, you know, just participants attending the workshop. And then we move on to the second part of the training. It's called four starts. So what four starts means is that we all carry misinformation about people within us. And in four starts, the participants appear into two and they take turns, okay? So you call an identity group and someone tells you the very first thing that comes to mind, you know, whenever they hear, you know, that identity group. And by doing that, you know, participants learn to identify not only what they know about identity groups, but also the misinformation that they have about those groups. So again, those misinformation NCBI calls record player. So there is continual, you know, referral of record players throughout the training. And then, you know, right after that they flip, you know, and they do it again. And towards the end of the training they repeat the exercise. And the NCBI moderators listen to them and see if the very first thoughts that comes to mind at the end of the training, you know, is the equivalent of what they thought, you know, before the training. So anyway, moving on with that, internalized oppression, basically, we all belong to groups that are oppressed. And as a result of that oppressions some members of the minority decide to be separate from the group. Okay. And what is really interesting about the point that NCBI makes here is that the negative recordings that we have about our own groups that make us separate from the group it's not mostly about the group but it's mostly the product of oppression from others to the group. And what NCBI does here is it makes participants, you know, understand why they feel that they have to be separated from their groups, you know, in order to feel protected because if they are part of that identity group then they feel very vulnerable to oppression and discrimination. The training then moves on to a thing called the extent of group oppression. And what this means is that we all hear a lot of things about minority groups so everything we read in the newspaper, everything we hear about on TV all, you know, feeds back into that record player. And we carry that record with us even when our lived experiences, you know, differ from the things we hear. And in this aspect of the training, NCBI forms groups, identity groups represented in the room so nothing is made up, you know, these are identity groups in the room and they are all, you know, asked the question, what do you never ever again want someone to say think or do to your group? And by doing that, all of the participants learn the different stereotypes that different identities face but they also learn the way members of that identity group feel about that type of discrimination. It is one thing to know that it, you know, this group is discriminated in this fashion but it is really also important to know how members of that group feel about that type of discrimination. Then, participants share personal stories so these are, you know, true real life stories about oppression and discrimination and by doing that listeners in the room recall parallel experiences and they relate to one another. This is really the most difficult aspect of the training and it is much more extensive in the 8-hour training than it is in the 4-hour training but people feel very vulnerable, their wounds are reopened and they have to recall all of these difficult experiences and it is difficult for the trainers let alone the participants. And the last aspect of the training is skills development so how do you, you know, behave when you are in a situation of discrimination and oppression but most importantly it is also bystander intervention. So if you are just in a space and you are observing all of this how do you respond? It is a very effective bystander training. I have learned a lot from it. Do participants really practice it? I mean how comfortable do people feel stepping up if they experience discrimination and oppression is something else that we have to talk about but at least they are trained how to behave in those situations. So a very quick assessment just for the sake of comprehensiveness I decided to use the 2017 statistics so this is fall, spring fall of 2017. So far there has been 17 of these 4-hour workshops and there has been only one of the 8-hour workshop. We've already talked about that. There are 306 participants and these include students, faculty and administrators. 6 units have been covered on campus and when we say units what this means is NCBI goes to the college and trains everyone that is available for the training at the time but they are also one of trainings where people just register for it. You just register and you show that the training is not tied to a specific department on campus it is just a campus-wide training. The Florida State University Libraries just had hours in March and in April so we had 2 separate trainings and close to 50% of people in the library were able to attend those. So here a quick assessment that we get about the workshop. So so far close to 97% of participants believe that the workshop is applicable to their professional role at Florida State. The feedback that we get about application at Florida State of the NCBI workshop is really the highest rating that we've received on all of the different aspects of the workshop that have been assessed so far. The second part is the workshop applicable to your personal development and this is really important because participants learn mindfulness that they take with them even outside of Florida State. So there is a lot of personal growth attending these trainings as well. The third data here is enough time available for the workshop and you can see there that the numbers are a little bit different so some people strongly agree because they do not want to be in the room for more than 4 hours but others disagree. Others disagree because they're really interested and they want to learn more but again NCBI does not have a 4-hour workshop so basically it's an 8-hour workshop compressed into a 4-hour training. Regardless of all of that people are very satisfied with the training. Huge numbers agree or strongly agree that the workshop is relevant. We also assess the facilitators so the one good thing about the facilitators is that they come from different identity groups and as a result of that they relate to the participants and they relate to the issues that they talk about and this really helps the effectiveness of the training overall and participants believe that facilitators are hugely interested in issues of diversity and inclusion. NCBI also takes a lot of steps to be sensitive to participant needs and again 89% strongly agree that NCBI is sensitive to their one-on-one needs. The overall performance of the facilitators is the highest rating that we get in any of our assessment categories and that includes the workshops and the facilitators so people are really impressed with the overall performance of the facilitators. Very quick impacts on campus I was asked to mention quick impacts and challenges I believe the biggest impact is empowerment people learn and they learn to be comfortable talking about diversity and inclusion and taking all of that back to their department. There is also a lot of collaboration that takes place during these trainings. There is a lot of sharing that happens and people build communities through that and we've seen collaborations between student groups and between departments that really never existed before the NCBI trainings were conducted. There is a lot of energy and change on campus there is much more conversations around diversity and inclusion than there was really before NCBI and the skills training part of it we are always learning. So the NCBI curriculum and I struggle with this a little bit but it is a new model so it is customized to the individual it doesn't really question the power structures that exist it is how you as an individual learn to deal with issues of discrimination and prejudice but I guess you can empower multiple trees in the forest and keep on going on with that until the entire forest is diverse and inclusive but again it is building communities sharing all of that pain builds communities so some of the challenges are discomfort with sharing it is a very difficult 4 hours for those participants not everyone feels comfortable reopening their wounds there is a lot of emotional experience and people are not necessarily ready for that before the training some participants and this was in the comment section of the Qualtrics survey that was sent out some participants felt that they were pressured to attend from their supervisors so I don't think there is anything wrong for you to be pressured to be inclusive but I think this is really important for NCBI because they want to make sure that everyone in the room is there happy to be there time constraints for people to leave their work for 8 hours to go attend the training there is a lot of guilt and apathy sometimes unconsciously discriminated against people and we participants come to terms with those guilt it is also really interesting how the build bonds people in the same space you never know the challenges people face like you see someone smiling and you think they are all happy but these trainings really open up people's experiences and it is too much information to absorb in a very short time again 4 hours versus 8 hours we have talked about and lastly the expected outcomes what really is the outcome of this whole NCBI thing there are many advantages to read but we have had some very strong feedback from some participants that it is one thing for you to bring minorities together and talk about issues of discrimination and oppression and really get down to the reasons why identities are still shaped and affected by the racial consequences of the past they continue to relieve every single day of their lives however that experience only brings a partial degree of closure to the participants and the reason for that is because in reality nothing has changed beyond their ability for them to open up and support each other but the embedded structures of inequalities and discrimination and the systems and the people involved in discrimination remain so even after the training they go back to the real world and really leave all of these experiences all over again so I guess they learn how to deal with it but some participants have come to the training expecting to find a life long solution to inclusion and NCBI doesn't really have an answer to that so that's really everything I have thank you very much three different examples of courageous conversations before we start the question ask answers portion can we give them another round of applause for everybody thank you for that okay so for Q&A just make note of the microphones in the room there's one here one in the middle and then one in the back so please feel free to use the microphones and I think Gerald's going to start off well does anybody have any questions they want to ask first and then we're going to go into the second part I feel like at least two if not all three of you talked about diversity programs where you brought in an outside company or a unit to help you with that do you think that it's better to bring in someone from the outside instead of using a homegrown system or do you think that it varies from campus to campus depending on the size of your student body and employees that you're working with I'll speak I know my planning committee we wanted an outside group that we didn't want any conflict of interest also when we looked at who attended the 40 the provost wanted to attend she was really excited I knew that you know I'm not sure I'd want to be talking about topics like this with the provost in the room but I really would like her to get this training I just feel like she's going to have to probably go outside the state or somewhere else where people don't know but I'm glad she wants to and you understand but I think people I'm glad I went to the church and I'm glad that even though there were people from UNCG some faculty there were more people who didn't know me and I had a chance to get to know them actually one of the former chancellors from North Carolina ANT State University was in that audience and people might not have known that because it was many years ago but I knew it and it was great to have him in there and his wisdom too but like I said I think it depends on your campus and the money and budget and stuff like that because this one things like that are not cheap but the need is there the need is there we're a minority serving institution right now so I know the chancellor and the provost discuss this all the time and that's why they said let's try this but like I said I know she would love to go anybody else? yeah I was going to I was going to add you know it's change makers is possibly a hybrid it's outside the library but it's within the university so it's really supported by the university leaders and then when library staff attended it we didn't know most of the people that worked at the university so there was some level of anonymity there as well but during the change makers program we did get together within our departments to talk about the internal issues aside from the university level issues I have to speak so about NCBI I think it's also about creating a community so there are 23 college campuses and bringing an outside institute like NCBI to Florida state helps FSU become part of that community all 23 FSU all 23 NCBI campus affiliates meet once a year so there is a huge conference that they all meet and they provide support to each other so I think that's one of the advantages of having an outside institute than you know something from in-house Hi thanks for your presentation I'm a graduate of FSU Mohammed and I work at UF so my question is both of those schools have experienced issues with greek life organizations and these are organizations that indoctrinate and are often quite exclusive and not terribly diverse did you have any participants from these organizations and I know you said that NCBI doesn't address the structural issues and that's a challenge do you have any ideas how you might address some of the issues that are in those organizations well campus policy you know the way NCBI influences campus sorry campus policy is one of those I do not know of head if there was any of the participants from greek life on campus there might have been there wasn't anyone from a campus greek life in the trainings that I facilitated because I've only facilitated departmental wide trainings and not the campus wide trainings but again NCBI you know has representatives on the council for diversity and inclusion on campus that council is administered by the vice president for human resources and NCBI also meets quite a bit with the president and with the deans council and again that could be part of the work that we have to do in addressing those structural challenges in the sense that we influence campus policy and make sure that there is you know an equitable environment for everyone on campus thank you for the panel I would love to hear everybody's kind of perspective on what Muhammad was kind of closing with in his piece of the talk so you know we're really interested in my library about you know do we focus training on the forest or the trees as you put it and you know it's my sense from the racial equality attitude that it's much more about the structural history of white supremacy in the United States I'm not sure about change makers we heard Muhammad say that it's much more kind of a practical training that NCBI offers that's at the individual level I wonder if you had greater participation in NCBI because people felt like I can take this right back to my office or back home and know exactly how to you know comport myself or at least feel like I have some sense of how to do that with the REI training it's harder for them to understand how to apply it but you know I can see value in both and so I just love to hear your perspectives on that issue okay alright I wouldn't really say that was the reason why people participated in NCBI I think minorities on campus needed the space and you know the environment to actually talk about these issues as we all have been talking about it here some of that space existed in the past but not in the way that NCBI brings it on campus so there is the curiosity aspect of it you know like what is NCBI what do they do what am I going to benefit from it but also NCBI works very closely with registered student organizations on campus and this includes minority students they feel like NCBI creates the space for them to be empowered and address the issues that they face on campus sometimes they don't feel very comfortable themselves going directly to the administrators and NCBI has been used as you know the space where you know they feel comfortable enough to make that known outside of that with regards to the tree and the forest model again I don't you know I can't really address that yeah I think what I'll to address it at UNC Greensboro I am I've been there 20 years within the past 7 years we've had 3 different chancellors and 3 different provosts and 3 different deans at a library now we lost some enrollment but now we're getting ready to go over 20,000 and we are minority serving institution so I know in all the meetings their discussion on this topic and so I was very pleased to see our dean and what he's doing and with the provosts so now will that get people to attend I'm not quite sure but definitely the impetus is there and so I know that that's one of the things that I'm noticing and I'm definitely going to put some things up front to help with that but I'm not sure if it's going to work or not but definitely I'll do my part I feel good about what I'm doing too so I hope that answered a little bit yeah with change makers our hope is going beyond the scale we saw earlier in the week of going beyond symbolic and pioneers and coming to create a community of critical mass and once we reach critical mass then we can look beyond those trees and look at the force as a whole so what I'd like to ask I have questions here that I would love for all of you to get together at your tables to talk about and then probably about 10 minutes and then basically give some ideas that we can share with each other the first question what are you doing for yourself to facilitate courageous conversations in addition to attending this symposium the second question what are you doing in your library to seek strategies for organizational development and for facilitating courageous conversations third to facilitate courageous conversations in your library should it be mandatory by choice or done another way also what would you suggest to encourage participation until the training is completed and then fourth what else have you done to benefit equity diversity and inclusion efforts in your library and for yourself oh did I go back I'll read them again what are you doing for yourself to facilitate courageous conversations in addition to attending this symposium so you guys can see is that okay do you guys want to start with question one do you need it repeated the first question should it very good this is great we had enough time we didn't have enough time this is just a backup I'm not sure how the town is going to go and I thought we might like to give I wanted to ask I wanted to get to because I don't have a map where's the for this can you put enough of the word program so I wasn't sure which one destroy you know don't take that or so you what are you doing yeah it's actually easy okay okay I am can you see it you might find one of my friends you know you know we still know that the university library is going to be a library school I think we may want to bring you back to talk you can talk about she can talk about that she did a lot of work and she was there with her and so we talked we may want to bring you on back if anything we'll stay in touch and I'll ask you to put together you may have probably have a big quote so it would be really nice I remember her I remember I knew that that was going to touch with her I think I've seen a few things she's the most kind of person that's why I saw her because I went to the world of Mary Monday I was hired here for research design and librarianship she was there so yeah I think we've been trying to figure it out so you know as a person everywhere in the world I remember you're doing a lot better you're right it was really interesting the library school had different persons doing LA in Chicago we had a reunion we met together and we met I don't talk about the events which was the art museum in Chicago we met there and we had drinks we took pictures and we shared some of that I think for the LIS it was great you know that she's here she was one of the ace scholars but she's here at this conference she got the money like you did and she's here at this conference I don't talk about it people gave me but I'm going to try to be some questions what you can do is touch base with them however then you can read the second question so how do you know how do you know how do you know how do you know we have about eight more minutes I'm going to go ahead and read question three and four again to facilitate courageous conversations in your library should it be mandatory by choice or done another way also what would you suggest to encourage participation Until the training is completed And then the last one What else have you done? To benefit the equity diversity and inclusion efforts in your library and for yourself As long as you So we got all four questions up on the board hopefully they're big enough for in the back So if you need to refer to them, please do so Okay Okay, we're going to go ahead and get started. And definitely, it's like we got about 15 minutes, we're going to go ahead and get started. Everybody sees where the mics are, someone, yeah, I see one in the back. On the first question, if someone can go, what are you doing for yourself to facilitate courageous conversations in addition to attending this symposium, and you just go to the mic? Boy, is this a tough question. I'll go ahead and go to the second one. What are you doing in your library to seek strategies for organizational development and facilitating courageous conversations? There's one. Okay, here we go. I was just going to, am I supposed to be up here talking to the whole group? Yeah, that's fine. That's fine. Yeah. That's fine. I mentioned that the library's diversity collaborative or group worked for about two years to hold a white fragility workshop that we ended up changing the name of it to be more inviting and inclusive and not put people off, but that it was held on a day where a lot of departments within the libraries have meetings and those meetings were canceled so that way more people would attend and maybe not have an excuse for not attending. Did it work? Did more people attend? I think so. I think it was really well attended. Of course, we would always like to see more, but I think it was better than if those meetings wouldn't have been canceled. Great. What institution? University of Minnesota. All right. Yeah. All right. There's a question for you. So the director of the Office of Equity and Diversity led it and it was, we called it power, privilege and oppression. Okay. Number three, to facilitate courageous conversations in your library, should it be mandatory by choice or done another way? Also, what would you suggest to encourage participation until the training is completed? Hi. Just Howard Dickinson College. This is a question that I think I sort of struggle with, one, because I think by making something mandatory, you're sending the message that it's extremely important. But something that I learned from the director of our campus Office of Race and Ethnicity and Women's and Gender Resource Center, the directors of both of those groups feel very strongly that diversity-related trainings should not be mandatory because people who are resistant sort of re-entrench themselves in their resistance and it might be that sort of at a time later when they hear about things or start learning some things from other people in a more casual setting, they might be more likely to engage. So that was just an interesting perspective. I had never thought of it that way before they had brought that up. So I wanted to share that with all of you. Thank you. At my institution, we have an expectation that staff will participate in four development activities, events throughout the course of a year, two of which have to be diversity related. So that's how we do it. We don't prescribe what that is because it's individual, but it is something that's reflected on performance evaluations. Either meet or don't meet that expectation. Thank you. What institution? Iowa. All right. Hi. I'm Melissa Mitchell from the University of Virginia and we are introducing a module. Introducing a module more successfully, we hope, next year as part of our performance review is understanding differences and that's going to be pretty amorphous this time, but next time with the new HR software, we should be able to assess it more clearly. I feel like I haven't done anything, I haven't listened to you guys, but I do monthly workshops. I'm pretty much just the flamethrower in my organization. So if there's something happening, I know you've got to talk about it, but it still doesn't feel like it's enough. By the way, how much does all of this cost? How much does it cost? I don't know how much NCBI costs. That information is above my pay grade. All I know is that I represent the library on the campus-wide NCBI team, but that's really part of the Assistant Vice President for Human Resources. That's part of her responsibility. I'm not quite sure, but I think it's somewhere around $5,000 to bring that group on campus. So of course, we had food and things like that, $20,000. Can you speak on them? So I'm Lisa from NC State. We had also talked to REI. We were going to bring them in, and the estimate that we had come up with was about $20,000 to have them come in. It's two trainers, two days, once you add in all their travel fees and feeding everybody for two days, and that was to have the training, I think, for about 100 people. I think what we've decided to do instead, for a variety of reasons, is to send staff to the REI trainings, because REI is based in North Carolina. There are a lot of trainings. So I don't know if it's eventually going to cost more or less, but I think for a couple of reasons, that's the way we've decided to go, in part for the idea of anonymity and people being able to talk to people from other organizations. Thank you. I made a mistake. When I was up here, it was not the Office of Equity and Diversity. They did something else with us. But it was a man from, I think, curriculum and instruction, or CEHD, which I don't know what, CEHD. I think if you Google it, it'll come up. But he did this on his own time. It's not part of his job. And so I just wanted to make sure, since it's being recorded, and all of you, if someone wrote that down, that was corrected. So Mark went there with ARL, and this follows up on Lisa's comment, but then also answers one of the questions, what are you doing to facilitate? And that's one of the things I did is attend the Racial Equity Institute about a month and a half ago. And I can say it was an extremely powerful experience. I mean, I'm talking transformative or transformational, whatever. I never remember what term to use, and I keep forgetting to look it up. The one thing I'll say about the Racial Equity Institute, which surprises me if there was a conversation, Lisa, that maybe you were trying to build it around 100 people? Or are they just suggest? Because I can't imagine the methodology working with 100 people in the same way, because normally I think they restrict it to about 30, maybe 35 people, something like that. So anyway, it's OK. Maybe it was for two visits. But I will say that I had a conversation with Gerald's Dean, Martin Halbert, because I knew they were taking it to the UNCG campus. And for me, what made it such a powerful experience was the fact that I was not with other librarians or even people in higher education. There were people from health and human services. There were people from elementary education. There was an independent remodeling contractor, and how the hell he got there, I don't know. But man, it was great to have his perspective there. So you had all of these perspectives. And you also had, I think, also the methodology requires that there be a fair representation of people of color, as well as people from majority identities. So that also, which is in some regions, in some organizations, could be tough to accumulate that kind of representation. So yeah, that's all I'll say. If anybody wants to talk about that experience, I'm happy to do it, Gerald. I'm just telling you, it's, yeah, I'm done. OK. That last question, what else have you done to benefit the equity, diversity, and inclusion efforts in your library and for yourself? OK. Very good, very good. Just as a personal level, I always try to talk to people and bring the issues up and bring them out in the open without forcing it. But if somebody comes to talk to me, I don't drop it. I talk to them, I ask them what they prefer to do. And then if they're comfortable, I bring other people in and I open conversations. Great. Thank you. I did 12 conferences last year. Yeah. It was brutal. It really was. We started our diversity residency program. We started a high school internship program. But even as I talk about this, I feel like there are real gaps that I haven't filled yet. And so I've got a lot of work to do, sorry. Thank you. So I'm Melinda at Vanderbilt University. So what I've been doing is whenever an activity like our, we have any kind of activity that is inclusion oriented on campus, any kind of training that we have, we've had training on by the LGBTQI office. We've got training on unconscious bias. We've got three different trainings that are being offered to the faculty and staff. I put those on our calendar and make an announcement in our newsletter. And then when at ACRL, Bernay Myers was there as one of the speakers. And so I was able to show some of the people the presentation, because that still is up for anybody who attended ACRL last year. So you can create round bags and things like that around different kinds of materials that are out there, even if you're not doing a more formal kind of thing to try to create those opportunities for people to get their professional development, diversity things for their evaluation. Thank you. It's just about 12.30. Thank you for sharing your thoughts and your questions and attending the panel today. Lunch is in the star's room from 12.30 to 1.45. And then the unconference will happen in the galaxy room immediately following lunch. And before we depart this room, can we give the panelists another round?