For more information about Diversity & Inclusion
This year's MLK Celebration consists of numerous events to honor and explore Dr. King's legacy. We're proud to present Marcus Wicker as our keynote speaker.
The keynote address marks the culmination of a full program of learning organized by students, staff, and faculty as a "Let Us Teach" day of presentations and films.
Patrick Davin: My father works with inner city youth in Boston. I wish to make a short five minute documentary detailing his job, the youth, and the challenges and adversity both the school and youth face in this modern day and age.
Kel Bachus: An interactive narrative experience that looks honestly at the experience of being diverse faculty at Champlain; both in terms of isolation, and inclusion, privilege and the lack of it.
Peter Kuli: The process of creating new sounds from unusual sources and exposing students to experimental music
Keegan Nakano: My idea was to create from cardboard and duct tape, an "automated" fortune teller's booth, like the type would you find at a carnival, except where I am the "fortune teller" and instead of fortunes for a quarter I offer life advice for free. I would sit in the booth and wait for onlookers to approach. There would be written instructions on the booth telling them to write on a provided index some question or quandary or appeal for advice. They would then feed the card through a slot in the booth and I would read their question and reply. My responses would be humorous nonsensical naturalistic fluff.
Ex. As your troubles eat at your mind so does the ebbing water of the raging river eat at the muddy bank. Seek home friend. Let the wind take you for the waters are murky. Beware the reeds and fish for they know not of your soul.
Olivia Tyner: The Mad Hatter's Coffee Shop: A modern, americanized version of the iconic tea party that would allow to inform people on mental illnesses as they pertain to the classic story. The stand would give out themed drinks and pastries, all of which would come with unique info cards describing various mental illnesses, as well as explain the cultural significance of Carroll's fairy tale.
Katheryn Wright: Now Boarding: Champlain Experiences From Abroad - This is a multimedia map by senior global studies minors. I will see if one or more of my students would be willing to present it for MLK Day. Other students will be able to participate by adding their stories to it.
Sophie Friedman and Rebecca Mills: I will be presenting with Rebecca Mills' UDL Learning Community. My contribution will be a multimedia display in the form of a laptop and handout. I worked with this group to develop a LibGuide, a library tool used to share resources on a given topic. The LibGuide (see here: https://subjectguides.champlain.edu/c.php?g=878369&p=6308740) introduces and links to books, eBooks, articles, web resources, and videos on Universal Design for Learning. It can be accessed by all faculty, staff, and students. I will have the LibGuide up on my laptop for folks to browse through and a handout for them to take with them. I will be giving short, informal presentations on the LibGuide as well.
Matthew Payne: Myself and another classmate collaborated on a song and held a listening party for our collaboration as well as other songs we have been working on individually. We held the event in an igloo we built in the middle of campus.
leo: I am working with the Universal Design for Learning Group and we are presenting several posters on different focus areas of UDL. I am planning a poster on: "Universal Design for Learning: Practices and resources to support student accessibility and making meaning with texts."
Hannah Vandyk: I will be presenting a video displaying my artwork along with a reading of my poetry
Christina Erickson: Service Learning for Social & Environmental Justice
Charlotte Ide: A piece depicting a cemetery in New Orleans with a painted sky to look like the Chihuly glass from the Bellagio in Las Vegas. It's a play on life and death, how art and life can appear in even really desperate places. It was originally a portrait of my mother. Art can show death and destruction but also meant to convey the happy life of my mom.
Elizabeth Allen-Pennebaker: I want to do a poster outlining what I learned when I prepared my instructor evaluations bias presentation from last spring's Faculty Senate - and expand my scope a little to argue that grading is almost certainly also tainted by bias. The idea is that I'll argue that we should switch to narrative evaluations for both students and faculty.
Nathan Walpole: My current MFA thesis delivers observations and findings on attaching feminist theory to creative and commercial art visuals—mainly, collectibles—comic book and action figure imagery. The artifacts for the thesis will consist of pinups (oversized printed posters) and busts (3D printed sculptures) created using a metric of feminist theory to help inform the final visual, with the subjects being existing past and present women social champions but visualized in super heroine trope. Think of Ruth Bader Ginsburg with powers, or Serena Williams in a Wonder Woman inspired representation. My thesis paper discusses observations surrounding the myriad of feminist theory and how it pertains to existing commercial comic and collectible visuals, how it informs my own work, and my own growth as a professional production artist in the video games space—a sister space to comics and collectibles—over the last twenty years.
Lauren Bruneau (on behalf of a student): SMART Space - Teaching and Learning resources
Rebecca Mills: Universal Design for Learning: an overview of the principles and valuable resources for faculty
Jennifer Reardon: Community Art project: Would need a table to organize some supplies. Supplies would include: large wooden cut out of a dove (open to other ideas) to symbolize peace, adhesive, tile cutters (although, I imagine most pieces would be cut to size already), safety glasses, mosaic materials, clay tiles (with words related to peace), and instructions for participation. Participants can contribute to the mosaic, adding pieces here and there, and build it with the larger community, while engaging in reflection on the issues presented.
Samuel Hopper: Through beat boxing and playing the piano, my friend and I would like to show how hip hop brought us together and could bring other people together too. We believe it doesn't matter what you look like or where you're from, all that matters is creativity, expressionism and music. I decided to freestyle beat box as, Daniel, accompanies me.
Rowan Minney: The main focus of my poetry display is the way you think when you are in a dark place and you believe that no one is seeing your struggle. I wouldn't want this piece lit. It was written in the dark and should be heard/read in the dark.
"The power of responsibility." This 15 minute session explores the power dynamics of our relationship to taking responsibility, giving attention, and sharing community. The presentation links each relationship with a short story/metaphor/activity and is suitable for students, staff, faculty and senior leadership of all developmental levels.Link to this FAQ
"Artists: How to Set Yourself Up for Success While Still In College" would be a 15 minute presentation about things to do during each year of your college career to set yourself up for success after college. Based on this blog post found here: https://daniellerosehazelton.wixsite.com/portfolio/blog/filmmaking-how-to-set-yourself-up-for-success-while-still-in-collegeLink to this FAQ
Three Tips for Cyber-SecurityLink to this FAQ
"A Fine Line Between Status or No Status: The International Student Experience in the U.S." or "Were You Aware? The Impact of Trump Administration's Executive Orders on Champlain's International Community"Link to this FAQ
To better understand the intergenerational impact of Whiteness and White privilege, I examine critical pieces of my own family history and trace their connection to structural racism and my life today as a White man.Link to this FAQ
A Panel Discussion with the Universal Design for Learning Faculty Learning Community. We will share some insights that we gained as a group as we studied UDL principles and practices during Fall Semester. We hope to share some useful tips for creating an inclusive and supportive learning environment for all students. The panel will gladly field questions from the audience.Link to this FAQ
Kenya's first science fiction film, imagines a dystopian future 35 years after water wars have torn the world apart. East African survivors of the ecological devastation remain locked away in contained communities, but a young woman in possession of a germinating seed struggles against the governing council to bring the plant to Earth's ruined surface. Its writer/director Wanuri Kahiu told Wired.com in a Skype interview: Pumzi "started off as a small script about what kind of world we would have to be if we had to buy fresh air," The film taps into Third World realities and spins them forward for dramatic effect. But to produce Pumzi, Kahiu looked to the past, as well as the future. She researched classic 1950s films to create her movie's futuristic sets, comparing the processes of matte painting and rear-screen projection with indigenous African artwork, since "we already have a tradition of tapestries and functional art and things like that, that loan a backdrop for films," Kahiu said.
Watch "Pumzi" here: https://vimeo.com/46891859Link to this FAQ
What is it that makes us human? Is it that we love, that we fight? That we laugh? Cry? Our curiosity? The quest for discovery? Driven by these questions, filmmaker and artist Yann Arthus-Bertrand spent three years collecting real-life stories from 2,000 women and men in 60 countries. Working with a dedicated team of translators, journalists and cameramen, Yann captures deeply personal and emotional accounts of topics that unite us all; struggles with poverty, war, homophobia, and the future of our planet mixed with moments of love and happiness.
Everyone has different learning strengths and cogntivie preferences that help to create a diverse learning community. Find out more about the servicleaes Academic Coaching and the SMART Space offers to recognize how to make the best use of your skills and talents in the classroom setting.Link to this FAQ
The Entrepreneurial Mindset - Encouraging Students (and Everyone!) to be Builders and DoersLink to this FAQ
Premiere of our short documentary: "I'm Fine: Unpacking the Invisible LGBTQ+ Identity," an examination of the often unnoticed and underappreciated challenges of day to day lived experience for members of the LGBTQ+ community and how these challenges show up on campus - in the classroom, the residence halls, etc.Link to this FAQ
A "cooking show" in which the audience unknowingly will become the contestants and be making the food to be judged. The ingredients for the food do not mix very will, for example, making a sandwich with bread, Sriracha sauce, raisins, chips and some other weird but edible ingredients.Link to this FAQ
What does it mean to teach and learn with a curriculum and teaching methods that are inclusive of diverse identities? And moreover, how and why do we want to do this—what are the benefits? And the costs of not doing so? What are the "pain points"—the impact on communication patterns in the classroom when provocative discussions disrupt the status quo? Champlain College Online's population has grown from 700 to over 3000 students in the past 4 years. We know that 30-40% of students self-identify as students of color. Do those students see themselves in their online classes? What does it mean to "see yourself" in the online class, or in a face to face class? How do we do the work of creating learning environments (in both face to face, and online classes) that disrupt the status quo, and as a consequence, create opportunities for learning; opportunities for all students to see themselves and others as central to their learning experience?Link to this FAQ
This will be a presenation on the Teaching as Performance Faculty Learning CommunityLink to this FAQ
Re-imagining the service in Service LearningLink to this FAQ
I want to use my discussion time to talk about my experience teaching difficult and uncomfortable artwork and topics in my Aesthetic Expressions (COR-220) class this past semester. In general the class engages students to interact with and respond to a variety of different works of art , most of which is innocuous in content; the more specific focus of my sections was on uncomfortable and potentially obscene art. In some cases the uncomfortableness was due to the represented subject matter in the artwork; in other cases it was due to the topics, issues, and discussions surrounding the artwork. These included privilege, gender, race, sexual violence, suicide and pornographic art.Link to this FAQ
Stories from The Gambia/Women's Rally in MontpelierLink to this FAQ
Sepideh wants to become an astronaut. She spends her nights exploring the secrets of the universe, while her family does anything they can to keep her on the ground. The expectations for a young Iranian woman are very different from Sepideh's ambitions, and her plans to go to university are in danger. Despite her situation, Sepideh holds on to her dream. Eventually, she takes up the fight and teams up with the world's first female space tourist, Anousheh Ansari. (Format. 91 min. Not Rated.)
Watch "Sepideh" - https://champlain.kanopy.com/video/sepidehLink to this FAQ
Free and open to the publicLink to this FAQ