The BUILD initiative is an opportunity for UI faculty, staff, and graduate students to gain strategic knowledge and skills to contribute to a welcoming and inclusive environment for all. By completing a series of workshops, participants will earn a certificate demonstrating their commitment as leaders for diversity, equity, and inclusion in the workplace and classroom.
FOR: Faculty, Staff, PostDoc Students
OFFERED: In-Person, Virtually
REGISTRATION: Employee Self-Service
Participants in the BUILD initiative will gain:
- A better understanding of the experiences of specific identity groups
- Skills for managing cultural transitions
- Strategies for successful communication
- Best practices for building and supporting diverse teams
- Recognition of patterns of marginalization
- Tools for resolving conflict and tension
- Support in eliminating behaviors and practices that create barriers to inclusion
There are three ways in which someone can earn their BUILD certificate:
- Complete the required course, Beyond the Numbers: Foundations for Diversity, Equity, and Inclusion, and at least five BUILD elective courses.
- Complete the required course, Beyond the Numbers: Foundations for Diversity, Equity, and Inclusion, and a blend of BUILD elective courses and BUILD Passport credits.
- Complete the 6-week summer BUILD Cohort program.
All sessions for the academic year will be updated and available to view at events.uiowa.edu by the first week of classes. There is no cost to participate, and sessions will fill on a first-come, first-serve basis.
Beyond the Numbers: Foundations of Diversity, Equity, and Inclusion
This introductory workshop will allow participants to understand the importance of diversity, equity, and inclusion as core values of the university. Participants will explore and reflect on the role of identity in their personal and professional experiences. This session will also outline the relevant resources and opportunities on campus. For those taking BUILD courses to obtain a certificate, we encourage taking this session first.
Note: This is an example of the elective courses offered. Each semester's actual offering will change, depending on the instructor's availability and interest/need for specific topics. New sessions will be added as available, and participants are encouraged to continue attending sessions even after they have fulfilled the certificate requirements.
If you have completed National Coalition Building Institute (NCBI) or LGBTQ Safe Zone Project training on the UI campus and would like to receive credit towards your BUILD certificate, please send an email firstname.lastname@example.org (link sends e-mail), letting us know the dates you completed the training. We will validate participation through Learning and Development and send medallions to your campus address once confirmed.
ASC: The Culture Behind Sexual Assault, Replacing Rape Culture with Consent Culture
This workshop is part of the Advocating for Safer Communities (ASC) certification program for people wanting to learn more and/or serve as allies and ambassadors for RVAP. The Culture Behind Sexual Assault interrogates the way that our society is set up to both subtly and overtly support sexual violence and offers participants a framework to challenge rape culture in their own lives. The session discusses the repercussions of not challenging rape culture, gives participants tools for critically examining language and culture, offers a model of affirmative consent and consent culture as a replacement for rape culture, and uses small group work to empower participants for personal growth. The program discusses affirmative consent practices in a sex-positive framework and offers students concrete examples of ways to incorporate enthusiastic consent into their lives. (Cross-listed with BUILD)
A Closer Look at Race in the United States
In this session, participants will discuss and define race and the levels of racism and review research on how racism is perpetuated in today’s society. We will also explore how our experience(s) influence our perceptions of others and develop strategies to support racial healing and racial equity.
ACT for Social Justice
ACT for Social Justice incorporates principles from current evidence-based approaches (Acceptance & Commitment Therapy) to behavior change in the service of becoming a more effective social justice agent. This workshop will engage the audience in a reflective and experiential process of noticing how we carry implicit prejudice and how skillful management of our responses to these biases is essential to showing up as an ally for social justice. Participants will be tasked with engaging in critical self-reflection and identifying skills that can help cultivate effective responses to problematic intrapersonal experiences that act as barriers to building relationships across differences.
In addition to the experiential portion of the presentation, the latter portion of the presentation provides an overview of how to conceptualize prejudice through an ACT lens and the implications of doing so.
BGC: An Introduction to Federal Regulations Affecting International Students
Immigration laws regulate many aspects of international students' lives, including entry to the United States, the conditions under which they may remain in this country and re-enter after traveling abroad, and eligibility for immigration benefits such as employment and extension of stay. This session will provide an introductory overview of the application and visa process, foundations of U.S. student immigration law, ISSS responsibilities to the Department of Homeland Security and the student, and the basic rules that international students must follow remain in status while studying in the United States.
Participants who attend this session will be able to:
develop an awareness of the basic federal rules and regulations international students must follow to remain in status while studying in the United States
recognize the complex employment guidelines international students must follow
learn how ISSS staff can help departments with immigration concerns and issues
Basic Training - Understanding our Veteran and Military Students
There are over 1,500 military-affiliated students at the University of Iowa. Our Veteran students have unique experiences and skills that differ from most of their classmates. Only approximately 1% of the U.S. population is currently serving in the military. UI staff and faculty may have difficulties understanding the military culture and the assets military-affiliated students bring to campus. The goal of this training is to help build an understanding of the US military and insight into our Veteran population on campus. This course will include Veteran and Military students to help facilitate the discussion and to answer questions.
Black Radicalism and the Diseases of Racism
Using selected texts from seminal African American, Afro-Caribbean, and African intellectuals, this course will establish racism is pervasive throughout American society; then present several models of racism as a disease akin to autoimmune diseases, alcoholism, and Post-Traumatic Stress Disorder (PTSD), including etiology, symptomatology, and treatment plans. Using a modified form of the 12-Step program, participants will: diagnose the ways that racism is operative in their experience, individually and institutionally; and develop respective treatment plans to manage racism in their lives, bearing in mind that racism—like an autoimmune disease or addictive disorder—has no cure.
Connecting with Veteran Students
This course will help the University of Iowa faculty and staff learn more about our Veteran students and connect with them. We will cover information about Veteran students, their service background, the challenges they face transitioning to college, and the special needs some of our Veteran students may have.
Creating Equitable Gateway Course Experiences
Equity in the academic experience is an essential component for campus efforts toward improving diversity, equity, and inclusion. Student experience literature has illustrated how discrimination, oppression, and/or prejudice continue to permeate classroom environments, and the effects are pronounced for undergraduate students in the beginning stage of pursuing a college degree when they are taking foundational, or gateway, courses. This BUILD session seeks to work with session attendees to understand the experiences better that students from marginalized identities have in key gateway courses and collaboratively work together to identify strategies and skills to create equitable environments in gateway course settings. We will present student transition and experience data to create a narrative, discuss best practices in higher education, and collaboratively work toward both individual skills and strategies for institutional-level change.
Exploring the Influence of Unconscious Bias in Our Work and Lives: The Research, the Impact, and Strategies to Override
This workshop will explore unconscious bias, including introducing key research studies showing the prevalence and potential impact of unchecked bias in employment practices, clinical interactions, mentoring, and everyday interactions. Participants will explore evidence-based strategies to reduce its impact using case-based discussions related to faculty/staff recruitment, retention, self-advocacy, and more.
First Generation Focus
Almost 25% of undergraduate students at the University of Iowa identify as 1st generation. This interactive session will explore definitions, challenges, and successes of 1st generation students at the University of Iowa. Participants will learn about the experiences of 1st generation students and develop the knowledge, skills, and abilities to create a more inclusive campus environment for 1st generation students.
Fostering Your CQ Framework
To thrive and succeed in today’s diverse world, one needs to have a highly developed cultural intelligence (CQ). Cultural Intelligence describes your capacity to relate and work effectively across different identity groups and cultures. In this introductory session, we’ll talk about the four capabilities of CQ, cultural values orientations, and how to foster rich opportunities for cross-cultural interaction and learning. Participants will also complete a personalized CQ assessment and have the chance to explore their results and develop an action plan for growth.
How to Have a “Learning Conversation” in the Workplace
This session will help participants understand and prepare to have a learning conversation about diversity in the workplace. Topics include introducing a three-step process and a roadmap to guide a productive conversation, plus an overview of active listening. These skills will be applied to realistic workplace scenarios.
Latinx, Latino, Hispanic, Spanish, Multicultural, etc. - Evolution of a Concept and Identity
This presentation will offer a short history of a contested concept: Latinx/ Latino/ Hispanic/ Spanish/ Multicultural/ etc., and its evolving definition throughout time and space, using the U.S. census as one important place where this concept has been contested. Then, we will watch and discuss examples of Latinx/Latino/Hispanic/Multicultural, etc. representations in film, video, and media and show how these representations have evolved, reflecting, and also influencing changes in the U.S. socioeconomic and political system. Finally, participants will be encouraged to identify strategies for promoting acceptance and celebration of diverse populations, including Latinx, in all their diversity, in their respective places of work.
Making the Paradigm Shift - From Diversity to Diversity, Equity, and Inclusion
The session collaborates between the Office of the Provost, Chief Diversity Officer, and University Human Resources. Within the session, participants will begin making the shift from diversity to diversity, equity, and inclusion (DEI). We will review tools, resources, and strategies for integrating DEI into unit plans. For units that do not have current DEI-related strategies to report, an FY19 action may include having a team of 2-3 individuals attend one of these workshops and return to the unit to facilitate unit discussions and planning. For units with current DEI strategies, this session will provide tools and processes for advancing those initiatives.
Making Your Message Count through an Inclusive Marketing Lens
Inclusive Marketing strives to create a visual reality that is more representative of our real-world demographics. It strives to acknowledge our various identities, differences, and histories while also finding ways to connect through shared experience and humanity. In this session, participants will learn about some of the tools, strategies, and methods used to create effective inclusive marketing campaigns and how they can be applied with just about any interaction we have in our day-to-day lives.
Whether you are creating promotional materials for a program or event, leading a committee or team, recruiting future students or staff, or trying to engage a classroom full of diverse perspectives, this session hopes to equip participants with increased awareness and the skills needed to promote and deliver a unified message which values diversity and inclusion at the University of Iowa.
More Than An Asterisk – Understanding Native American Students in Higher Education
Native Americans make up less than 0.5% of students in higher education, oftentimes only referred to with an asterisk in the reporting of demographic information. This course will examine historical reasons for low enrollment by Native Americans in higher education. The unique complexities of Native American identity will be examined. Participants will identify barriers to inclusion for Native American students on college campuses, as well as learn strategies for ensuring the retention of Native American students in higher education.
Native Appropriations – Ethical Implications for Social Justice and Identity Development
Many colleges continue to use American Indian images as their mascots despite the pleas to end this practice. The fascination with Native cultures has become a growing market globally. Attempts to change these practices have not always been successful because of the profound support these images create. This presentation will engage the audience and create meaningful dialogue about the impact and pervasiveness that Native appropriations have in our society and urge action to effect social change.
Real Talk - Courageous Conversations about Race
Americans are expressing concern over racial discord at a rate nearly unseen since the Civil Rights Movement. Far too often, news and social media outlets inform us about disturbing incidents that reflect the racial conflict. There are varying opinions about who’s right and who’s wrong. But the discussion is mostly among races. It’s rarely between races. The one place where we spend most of our time – at work– does not always provide space for dialogue. Many of us were taught at an early age to minimize differences and avoid conversations about race out of fear of making a mistake or offending a person or a group. We avoid asking questions of each other or holding constructive conversations about our differences. Sometimes we even avoid each other altogether, and that hurts our ability to work together effectively. During this session, we will create a brave space to have informed dialogue grounded in shared understanding.
Returning Citizen and Reentry Simulation
The Reentry Simulation was developed by the United States Attorney’s office and designed to allow participants to understand the obstacles offenders face upon release from a term of incarceration. The purpose of the Reentry Simulation is to help participants more clearly understand the barriers ex-offenders face on their paths to re-establishing themselves as law-abiding, taxpaying citizens. By “living the life” of someone released from prison, participants experience first-hand the barriers and challenges encountered by returning citizens daily. This experience highlights many of the unnecessary barriers to successful reentry. During the simulation, participants are assigned the identity of a fictional offender and navigate through a series of events to reintegrate into the community successfully. They have to meet the strict life requirements that people released from prison have to meet or risk being returned to prison. The obstacles that simulation participants face include obtaining identification cards, homelessness, lack of transportation, limited money, paying required court costs, visiting parole officers, seeking employment, and applying for assistance when all resources have been exhausted. The simulation is intended to educate all community members regarding the challenges returning citizens face when leaving prison. Almost any person would find it a useful exercise, but policymakers, elected officials, faith-based communities, employers, community organizations, and law enforcement personnel may find it particularly helpful.
Responsible Action - Disability Accommodations on Campus
The session focuses on increasing awareness around where we succeed and where we need to improve supporting individuals with disabilities. Participants will learn about the history of the Disability Rights Movement and relevant laws and policies. Additionally, we’ll discuss our responsibilities for accommodation, why it matters, and strategies we can immediately implement in our departments, organizations, and communities.
Shifting the Monoracial Campus Conversation
Racial demographics are changing in homes, classrooms, and workplaces. The number of individuals with multiracial or multiethnic experiences is increasing, yet those experiences are not always part of the larger conversation. In this session, participants will address barriers to supporting individuals with multiracial/multiethnic identities. Participants will be exposed to Multiracial and Multiethnic identity models and have an opportunity to hear personal narratives.
Size Diversity—Every Body Is Different
The session will examine issues related to body image and size diversity. We will discuss society’s messages about body image and body sizes and how this impacts inclusivity at the University of Iowa. As a result of this session, participants will (a) be able to identify sizeism and how that impacts the UI community, (b) understand their own perceptions and biases concerning body size, and (c) develop strategies for decreasing body shame and body size discrimination.
Supporting College Students with Autism Spectrum Disorder - Strategies and Resources
Assisting college students with Autism Spectrum Disorder (ASD) has become an institutional priority as many students from this population increase. In this session, participants will understand the scope and complexities of ASD, explore the narrative of how college students with ASD experience campus environments, identify challenges and opportunities students with ASD may experience, and generate ideas and strategies that can be used both in and out of the classroom to support students with ASD.
Supporting DACA and Undocumented Students
Participants will learn about best practices in supporting DACA and undocumented students in higher education, as well as brainstorm what steps they can take in their own personal and professional spheres of influence to push for equity for these groups.
The Dynamics of Difference
This session focuses on defining power and privilege and their effects on continuing systematic oppression. Participants will have the opportunity to reflect on their identities, specifically which ones hold privilege and do not. In this session, participants will also learn how to address the conflict they may feel about their privileged identities.
The House of Cards—Lessons in Smart Social Advocacy for Fighting the Good Fight of Civil Rights
This session takes participants to explore the research on belief and attitude change to examine how to be most effective in creating social and cultural change as civil rights advocates. Additionally, using theories from social and counseling psychology, we will look at how to have the “good fight” while being effective in taking care of those from who we want to change and in taking care of ourselves at the same time!
Traumatic Impacts: Connecting Race, Gender, and Violence
The history of the anti-sexual violence movement in the United States is rich, deep, vibrant, and also fraught with inequalities related to gender identity, sexual orientation, social class, race, and ability/disability, among other social identities. This session will explore the origins of rape victim/survivor advocacy as social justice and provide participants with the opportunity to consider how this history impacts our ability to support members of the UI community who are survivors.
Understanding and Deconstructing Media Representations
This course will discuss and engage with media representation of individuals and groups with a particular focus on identities (e.g., race, ethnicity, gender, sexual orientations, religion), stereotypes, and biases in media messages. We will present some basic theories/concepts to understand media representation and effects to provide a foundation that allows us to explore these issues with nuance. The course will take media representations seriously without suggesting that these images are "all-powerful." We will discuss representations in news and entertainment with a focus on visual media. The goal of this course will be to help participants think critically about media, including the media they consume. We will also discuss ways to use media effectively in the classroom and other educational settings to engage students, staff, and other constituents. At the end of this session, participants should have a new perspective for thinking about media messages and the role of these messages in our lives.
Understanding & Intervening Effectively in Micro-Aggressions
Positive change can be accomplished when skilled, engaged bystanders have the ability to safely and effectively identify, confront, and intervene in situations in which unhealthy micro-aggressive behaviors are occurring that marginalize, demean, or intimidate individuals because of one or more aspects of their identity.
This training will engage participants in increasing their awareness and understanding of micro-aggressive behaviors and their impact on individuals and will introduce the bystander intervention model and provide opportunities in small group exercises to apply the model to real situations from the workplace and daily life.
Discussion and research on introversion have blossomed in recent years. We are coming to new understandings about personality traits and working styles of introverts that sometimes don't appear to reflect generally accepted "strengths" in the workplace and education. Far from being simply "quiet," "solitary," "shy," or "reclusive," introverts bring unique approaches and strengths to our classrooms, our offices, our teams, our departments and units, and our institution. Simultaneously, "introversion" and "extroversion" are both more complex ideas than have been traditionally understood, and we can all benefit from knowing where our own introversion/extroversion characteristics and strengths lie. Understanding how introverts work best and contribute the most will benefit individuals by having their work more appropriately assigned, supported, and rewarded. It will enhance departments, units, and the university as a whole by supporting and benefiting from the diversity of working styles among our university community members. The workshop will explore the definitions of introversion and extroversion, how introverts can be best supported to flourish in the workplace, and how introversion characteristics can be best put to advance our departments/units and the university. The workshop will also allow for individual self-assessment and sharing among participants, as well as provide brainstorming time on how to improve the environment for introversion at the UI.
What’s Law Got to Do With It?
During this session, participants will have the opportunity to learn about their rights and protections in the areas of housing, employment, public accommodation, credit, and education. Participants will also learn how to identify acts of discrimination in their community, understand the complaint process and engage in case scenarios.
The Passport allows participants to gain course credit by pursuing diversity, equity, inclusion activities on their own time. The Passport is also a great opportunity to continue learning once you have completed the certificate program. Start today!
How does the Passport work?
> Attend diversity, equity, and/or inclusion-related event, training, activity, etc.
> Track your participation and complete all fields for each in the BUILD Passport Tracking Form.
> Submit your passport after completing each level.
> Receive your BUILD Passport medallion via campus mail.
> Add it to the BUILD placard you received at the core course. (Placards can also be picked up at 2750 UCC, by appointment only.)
Which activities qualify and which do not?
All activities connected to diversity and inclusion, social justice, and/or human rights will be considered with the following limitations: BUILD courses or other individual courses within a series or certificate program do not qualify. However, completing the series or certificate would qualify as one activity.
Activities prior to August 1, 2017 will not be considered, however, all activities afterward apply. There is no time limit to finishing each level of your Passport.
BUILD Cohorts is the newest program offered out of the BUILD initiative. This six-week series will engage participants in the guided completion of their BUILD certificate. Participants will complete 13 hours of training, including conversations with fellow cohort members and a certified cultural intelligence coach.
Registration will open in the spring semester of the academic year. Individuals will be chosen on a first come first serve basis and will be notified of their status the same day as registration. Participants engaging with the BUILD Virtual Cohorts will receive credit through Learning and Development after completing the entire series.
Week 1: Cohort Session and Beyond the Numbers
Week 2: Fostering Your Cultural Intelligence (CQ) Framework and Coaching Session
Week 3: Implicit Bias and Dynamics of Difference
Week 4: Elective Options
Week 5: Elective Options
Week 6: Cohort Session
The Division of Diversity, Equity, and Inclusion invites proposals from the University of Iowa campus faculty, staff and professional students for Building University of Iowa Leadership for Diversity (BUILD) workshops for the 2020-2021 academic year. Please complete this form by Friday, April 30, 2021 to have your session considered for the following year.
As a possible new BUILD Instructor, we ask that you:
- attend at least one BUILD course prior to instructing your course
- are able to clearly demonstrate how your experience and expertise is connected to social justice, diversity, equity, and inclusion
- meet with a member of Diversity Resources prior to your course, and be open to feedback and suggestions if adjustments are needed to better align, and remain consistent with, the common language and definitions used in previous courses
For sessions to be considered for the BUILD program, they must:
- support at least two of the program objectives
- foster an inclusive learning environment
- be at least 2 hours in length
All proposals must be submitted by Friday, April 30, 2021 at 11:59 pm for consideration.
For more information about BUILD and to view course descriptions visit: https://diversity.uiowa.edu/build-program. Please contact email@example.com if you have any questions.
I’ve previously taken one of the courses now being offered by BUILD. Can I get credit for it?
We will work with participants to verify and provide BUILD credit for previously attended courses. Just send an email to firstname.lastname@example.org (link sends e-mail) with the details of your participation. Please note, courses that were similar but have been revised for the BUILD certificate may not carry over for credit, especially if they were of a shorter duration.
Is there a time limit on when I have to complete the BUILD certificate program?
There is no specific deadline for completing your certificate. Participants may take as long as they need. And of course, we hope you’ll continue to take courses long after you’ve earned a certificate.
Do I have to take the BUILD core course before I take an elective course?
Although we do recommend it, participants may take other electives first if scheduling is a constraint.
Can community members participate in the BUILD certificate program?
Right now, we are only offering this program for UI staff and faculty. However, there are many ways for others to get involved. Check out diversity.uiowa.edu/programs for more information and opportunities.
Who do I contact if I have more questions about BUILD or if I need ADA accommodations to participate?
Email email@example.com (link sends e-mail) or call the Diversity Resources Unit at (319) 353 -2388.
The Building University of Iowa Leadership for Diversity (BUILD) program was established in the fall of 2015 to empower employees to contribute to the UI’s vision of a welcoming and diverse campus.
BUILD aims to create a community of learners across campus, and equipping them with awareness, knowledge, and skills, through a community of practice framework, and by utilizing adult learning models.