The DIAL workshops aim to (1) increase knowledge and awareness of issues related to diversity, equity, and inclusion and (2) build and practice skills to better dialogue/engage across difference through facilitated interactive activities, self-reflective prompts, and discussions/dialogue using IGD and Indigenous Pedagogies. Nagda, Gurin, Sorensen, & Zuniga (2009) identified three key learning outcomes for students that engage in Intergroup Dialogue: students are able to “(1) explore their social identities and critically examine structural inequities, (2) develop meaningful cross-identity relationships, and (3) apply content and process learning to promote alliance building and social action” (Ford, 2018).
An education model that brings together people from multiple social identity groups to form relationships, explore differences and commonalities of experience, engage in difficult conversation, and support in the transition from dialogue to action. This model goes beyond creating a space for dialogue, student engagement, relationship building, and conversations. It allows facilitators to move workshop content beyond the university/local setting, and provide tools/strategies for diversity, equity, and inclusion.
Our Peer Educators facilitate workshops in pairs, using a co-facilitation model. DIAL Peer Educators are trained to utilize interactive activities that engage student in self-reflection, learn from each other, and build skills to help them contribute to a more inclusive, equitable, and just campus community. Our Peer Educators gain leadership experience, career development, opportunities for creativity, develop cultural competency, and build social justice facilitation skills that respond to the needs of diverse audiences. These social justice facilitation skills include: managing group dynamics, communication and empathy, an awareness of oneself and historical and contemporary social justice issues and knowing how to apply this knowledge to optimize learning for participants (Magold, 2009; Adams, 2007; Landreman et al., 2008).
PEER EDUCATORS
De’Neen Smith
(She/Her)
Major: Theatre Performance
I joined DIAL to find ways to teach people about critical race theory and gain a different perspective on race in the United States. As this new generation is shifting and challenging the world around them, we need to create more spaces for their voices and perspectives. I think programs like DIAL are important at institutions of higher education, like CSU, that bring critical conversation, perspective, and engagement to students from different background and experiences.
Tory Ramos
(They/Them)
Major: Psychology
I joined DIAL because I’ve always been passionate about social justice and DEI since I was a young teen. I’ve been trying to continuously educate myself and those around me about the ins and outs of social justice and DEI throughout all parts of my life and when I saw that DIAL was essentially doing just that I had to apply, and now I’m here and I can’t wait to facilitate workshops!
Jay Bates Domenech
(They/Them)
Major: Sociology
I’m originally from Cache Valley, Utah, and growing up queer there made me passionate about diversity, equity, and inclusion. I’m excited to work with DIAL and lead workshops because, as cliché as it sounds, I believe that education about diversity and inclusion are the stepping stones to a world that is more accepting. I’m a first-year here at CSU, and I love to crochet, watch TV, and write.
Madeleine Estelle Kamberg
(She/Her)
Major: Social Work
Minor: Political Science
I joined DIAL because my life’s work is to leave this world a little better than when I arrived. It is my observation that the oppressive forces in this world are self-aware and self-protecting. So it’s my prerogative to do whatever I can to help individuals in their fights against oppression, as well as work to reform/dismantle those systems. This requires culture shifts, and that all starts with dialogue and meeting people where they are at.
