The Comparative Biomedical Sciences graduate program at UW-Madison invites you to join us for a Diversity, Equity, and Inclusion (DEI) workshop led by Dr. Sherry Watt and the Multicultural Initiatives Research team from the University of Iowa. This online workshop is open to any graduate students, faculty, staff, and post-docs at the University of Wisconsin-Madison.

It can be difficult to know how to approach topics of race, identity, exclusion, and racism in academia. This workshop aims to give tools to those wanting to start engaging in those conversations. We hope to provide a space for learning, growing, and connecting with other students, post-docs, faculty, and staff.

In this session, participants will learn about The Theory of Being as a transformative and humanizing framework for organizational change efforts. Participants will practice skills that can help them engage meaningfully when exploring systemic sociopolitical issues. Participants will also learn about defense mechanisms displayed in the Privileged Identity Exploration (PIE) model and identify practical strategies for engaging in difficult dialogues at the university and within the community.

Although virtual, this event is a highly interactive session where participants will actively learn skills with each other. Participants can register at no cost using the following link:

https://uwmadison.co1.qualtrics.com/jfe/form/SV_3IWt8sHv29LErSm

Dr. Watt has over 25 years of experience designing and leading workshops that engage participants in dialogue that is meaningful, self-awakening, and imperative to have in academic spaces. Dr. Watt’s research centers on engagement and responses to difficult conversations, including social issues regarding race, identity, and diversity. If you want to learn more about her work, we recommend visiting her site at the below link.

https://onbeing.org/author/sherry-k-watt/

For any questions regarding the event, please contact Dr. Lisa Arendt (lmarendt@wisc.edu).

We hope to see you there!

Introducing the Theory of Being for Difficult Dialogues in Higher Education

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