Inclusive Leadership Session Descriptions

Colony Ballroom

Leaders' identities play a significant role in their ability to effectively communicate with others. Although communication is a fundamental aspect of effective leadership, there often is insufficient attention paid to how leaders' identities and life experiences impact their communication with individuals who have different identities, values, and experiences. This workshop wll address this gap by introducing a model of inclusive communication, informed by psychological research on identity, aimed at enhancing collaboration and reducing conflict in complex work environments. Participants will explore how racial and gender identities affect their work and learn how to identify signs of both insufficient and excessive focus on these identities. The workshop also will introduce the REFLECT strategy, a practical tool for integrating identity awareness and cultural humility into leaders' communication and interactions.

Nazish Salahuddin & Karen O'Brien, Faculty Ombuds

Charles Carroll A

This diverse panel will address inclusive leadership and its implications around identity and power in academics, operations and supervision. Representing a wide range of identities, levels of formal institutional power, and life experiences that inform their leadership styles, this conversation has great potential to create connections across difference for more inclusive leadership strategies for all of us.

Panel Moderator: Dr. Dean Chang, Chief Innovation Officer

Panelists:
Suzanne Ashour-Bailey, Director, Engineering Academic Services
Chanel Brooks, Food Service Aide, Dining Services
Nneka Chisolm, DEI Officer, University Libraries

Benjamin Banneker Room

1. Building Inclusive Community Through Data

The Office of Institutional Research, Planning & Assessment has integrated more recent understandings of identity into our reporting infrastructure to better reflect the racial/ethnic identities of our students and employees. We will share examples of interactive reports available to campus employees that disaggregate student enrollment and employee headcounts beyond federally mandated reporting requirements. Our work to disaggregate students’ and employees’ social identities can help leaders reconsider their previous assumptions about the demographics of our community and can support leaders’ efforts to create a more inclusive community.

Abigail Do & Danielle Glazer, Office of Institutional Research, Planning & Assessment (IRPA)

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2. Serving a Diverse Community with Technology

DIT serves the diverse campus community. To do this, our organization has to know, understand, and be of that community. We would love to share our experiences about how our commitment to community has improved our ability to serve.

Ryan Raines, IT Manager, Division of Information Technology

Pyon Su

The round table will explore innovative approaches and practical strategies for creating inclusive communities that foster a sense of belonging for all individuals on campus. In today’s increasingly diverse world, the need for inclusive environments where everyone feels valued and respected has never been more critical. This session will discuss the challenges and opportunities in building such communities.

Participants will examine key factors that contribute to inclusivity, including cultural competency, equitable access to resources, and the role of leadership in shaping inclusive policies and practices. The discussion will also highlight the importance of active engagement, listening, and collaboration in addressing the unique needs of diverse community members.

Through sharing experiences and best practices, this session aims to equip attendees with the tools and knowledge needed to foster environments where everyone feels a genuine sense of belonging.

Lamia Zia, Lecturer, Department of Communication

Thurgood Marshall Room

Our session presents the Faculty Search Coaches program, a train-the-trainer model preparing inclusive leaders to champion inclusive hiring practices across campus. Driven by equity-mindedness and shared equity leadership, this evidence-based program trains faculty and administrators to become experts in inclusive hiring strategies and serve as facilitators for Faculty Search Committee Workshops. In collaboration with the Office of Diversity & Inclusion, ADVANCE Programs offers Faculty Search Committee Workshops to coach faculty and staff, who are involved in search committees on campus, on implementing inclusive hiring practices.
In line with the theme of inclusive leadership, the focus of our presentation is on how Faculty Search Coaches become and commit to their roles as inclusive leaders through our training model and their practical engagement with the campus community. As such, we aim to highlight the elements of the Faculty Search Coaches program that are particularly aligned with their development of inclusive leadership. To illustrate these key elements, we will draw from a variety of sources, including examples of training materials, program evaluation data, and the reflection of program operators. Additionally, Faculty Search Coaches will be invited to share insight into how the training and their role/work lend themselves to being inclusive leaders on campus. In addition to program sharing, we will engage participants in interactive activities during the session. These activities will be focused on inviting participants to draw alignment between inclusive leadership and equity-mindedness and encouraging participants to reflect on how they can bring this new knowledge back to their units/departments.

Jasmine Stephens, ADVANCE, Office of Faculty Affairs
Dawn Culpepper, Director of ADVANCE Programs
Georgina Dodge, Vice President for Diversity & Inclusion
Wuqi Yu, ADVANCE Graduate Research Assistant

Colony Ballroom

Whether you are a new leader, a reluctant leader, or aspire to climb the leadership ladder recognizing your leadership style, defining your values and articulating a vision can help you achieve your goals. This session will feature interactive exercises and discussions around how we can “lead from every rung”.

Amanda Shaffer, Diversity Officer, College of Agriculture & Natural Resources

Charles Carroll A

What if we frame leadership as a way of being that creates and supports environments in which all people feel safe to learn, contribute, grow, and make mistakes?

Psychological safety is a form of inclusive leadership that ignites innovation and promotes well being. When we feel psychologically safe at work, we can more effectively meet individual, group, and institutional goals.
Learn practical strategies for promoting psychological safety and create an action plan for implementing what you’ve learned.

Monette Bailey & Katie Conlin, Consultants, Center for Leadership & Organizational Change (CLOC)

Benjamin Banneker Room

1. Inclusive Student Leadership Development Frameworks

College student leadership development theory, models, and research has significantly evolved in the last decade. In particular, towards more inclusive and critical perspectives and practices. This session will provide an interactive overview of current and emerging student leadership frameworks that center concepts of social justice, inclusion, cultural relevance, and liberation.

Courtney Holder
Assistant Director, Leadership & Community Service Learning
Faculty Associate, National Clearinghouse for Leadership Program
Director, Leadership Studies Program

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2. Professional Mentorship Program

The Architecture Program at the University of Maryland, School of Architecture, Planning and Preservation seeks to foster a school-wide environment of collective mentorship, mutual support and positive guidance, in order to empower students to be active participants in their community, promote constructive peer to peer connections, provide diverse perspectives and introduce students to future career pathways by engaging the broader UMD community.

Ken Filler, Clinical Assistant Professor, Architecture

Pyon Su Room

1. The Neuroscience of Inclusive Leadership: Strategies for a Diverse Workforce

This session explores how insights from neuroscience can enhance leadership in diverse environments. Attendees will learn about the brain’s role in forming unconscious biases, the importance of emotional intelligence and empathy, and how diverse perspectives improve decision-making. Additionally, the presentation provides practical strategies for creating psychologically safe and inclusive workplaces, emphasizing the neuroscience behind trust, belonging, and collaboration to support diverse teams effectively.

Dr. Ebony Phillips, Training Specialist, Office of Research Administration

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2. Emotionally Intelligent Leadership (EIL) and Cultural Intelligence (CQ) on Leadership Identity & Organizational Change in Higher Education

This paper explores the intersection of Emotionally Intelligent Leadership (EIL), Cultural Intelligence (CQ), and the Relational Leadership Model (RLM) in shaping leadership identity and fostering organizational change in higher education. As academic institutions become increasingly diverse, leaders must develop competencies in EIL and CQ to navigate emotional and cultural complexities effectively. EIL focuses on self-awareness, social awareness, and relationship management, enabling leaders to understand and manage both their emotions and the emotional dynamics of diverse teams (Shankman, Allen, & Haber-Curran, 2015). CQ complements EIL by equipping leaders with the skills to recognize and adapt to cultural differences, fostering inclusivity and collaboration across diverse groups (Kanwal, Yasmin, & Bhatti, 2017). The inclusion of RLM, which emphasizes trust, mutual respect, and shared goals, adds a relational dimension to leadership by highlighting the importance of building strong relationships in diverse environments (Komives, Lucas, & McMahon, 2013). Together, these models offer a comprehensive framework for leaders in higher education to promote inclusivity, adapt to diverse cultural contexts, and drive organizational change. This paper argues that the integration of EIL, CQ, and RLM shapes a leadership identity that is adaptable, empathetic, and culturally conscious, essential for leading academic institutions through transformation and innovation.

Noel Kuriakos, Graduate Lecturer, College of Education

Calvert Conference Room

One of the challenges for women of color in mid-level administration is feeling unsupported and unheard in their work and efforts to advance into middle management and not having a space to voice concerns and have their needs considered. On a larger scale, these concerns have broader consequences on diversity within mid-level leadership, extending to students, staff, and the overall image of the universities and colleges they serve. This session offers an engaging experience, featuring an interactive presentation and facilitated discussion. Together, we will delve into the unique journey of mid-level administrators who are women of color, examining the middle passage experience. Attendees will be encouraged to reflect, recognize, and take proactive steps to bring about positive change.

Elaine Rudder, Assistant Program Director for HR, School of Public Health
Nacie Grigsby, Assistant Director of Academic Affairs for the School of Languages, Literatures & Cultures

Crossland Conference Room

In today’s competitive academic environment, leadership grounded in diversity, equity, inclusion, justice, and belonging (DEIJB) is not just a moral imperative but a strategic advantage—especially when securing large-scale funding for transformative projects. This roundtable discussion will explore how our leadership team successfully navigated the complexities of assembling and guiding a diverse, multidisciplinary team to secure a federal grant. Participants will have the opportunity to engage in an open dialogue, share insights, and collaborate on best practices for leading diverse teams in similar initiatives.

Seyma Intepe, PhD, Clinical Assistant Professor, College of Education
Stacey C. Williams, Ed.D. Internship Coordinator
Dawn Jacobs Martin, Ph.D, Associate Clinical Professor, Director of Special Education Teacher Certification Programs

Thurgood Marshall Room

Join this diverse group of educators as they discuss ways to create inclusive classroom environments for students to learn and thrive.

Nicole Cousin-Gossett moderates a panel discussion with Jennifer Cho, Anastasia Lavrenyk, Galina Reitz, and Jinhee Kim

Colony Ballroom

In this panel, we will explore how leadership can be developed and empowered through identity, focusing on the experiences of Women of Color (WoC) in higher education. The Women of Color Learning Community, organized through the Teaching & Learning Transformation Center (TLTC), provides a space for WoC faculty and staff to share successes, challenges, and solutions to their unique obstacles.

Leadership at the university occurs across multiple roles and levels. Whether leading students, staff, or faculty, WoC often navigate leadership while balancing personal and institutional expectations. This roundtable will discuss how WoC lead within formal administrative roles as well as through teaching, advising, mentoring, and collaborating with colleagues.

We will explore how the support and solidarity found within the WoC Learning Community aids its members in confidently navigating their leadership roles and embracing identity as a source of strength.

Panel Moderators:
Louisa Nkrumah, Learning Experience Designer, Teaching and Learning Transformation Center
Rianna Murray, School of Public Health

Panelists:
Clara Irazábal Zurita, School of Architecture, Planning and Preservation
Mary Taylor-Lewis, College of Education
Ebonie Johnson Cooper, School of Public Policy
Jennie Lee-Kim, College of Education

Charles Carroll A

MAPS: Exploring Career Pathways to Increase Employee Satisfaction & Retention

The Department of Transportation Services (DOTS) at the University of Maryland is a dynamic, essential campus resource that provides transportation and parking to the University of Maryland community. We have approximately 400 staff members, composed of students, full time and part time staff. Our Employee Engagement Team designed the MAPS program (Mentoring, Advising/Coaching, Professional Development and Skill Building). Participants are grouped into a learning cohort that completes a six-month training program of one-on-one coaching sessions with a certified career coach, monthly training focused on various themes around personal/professional development, monthly group meetings to engage in meaningful discussion around training topics, and dedicated time to work on career growth activities. The MAPS team also works closely with supervisors to ensure buy-in and support for participating employees. Cohort participants form a bond and have continued to check in with one another regarding their professional development goals.

Shayna Hodges, Julia Crooks and Tanya Chotejaruchaiya, Transportation Services

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Supporting Graduate Students: From Admissions to Career Success

This presentation by Graduate School staff members will provide faculty and staff with comprehensive strategies to guide students from the admissions process through to their professional careers.

We will begin by emphasizing the importance of a holistic admissions approach, which considers not only academic achievements but also the personal qualities, experiences, and potential of each candidate. This inclusive method helps identify students who will thrive in our programs and contribute meaningfully to our academic community.

Once admitted, the "Graduate Pathways" framework offers a structured approach to support students as they navigate their graduate careers. This framework includes:

1. Set Your Goals: Assisting students in defining clear academic and career objectives.
2. Become an Expert: Encouraging deep expertise through research, specialized training, and academic engagement.
3. Communicate and Lead: Developing essential communication and leadership skills for academic and professional success.
4. Manage Your Career: Offering resources for career planning, networking, and professional development.
5. Engage, Thrive, and Connect: Fostering a supportive environment that promotes well-being, community engagement, and peer connections.

By implementing these practices, faculty and staff can play a crucial role in guiding graduate students towards success, ensuring they not only excel academically but also thrive personally and professionally. This program equips graduate faculty and staff with the tools needed to holistically support students and foster a more inclusive, connected, and successful graduate community.

Simone Warrick-Bell, Graduate Academic Counselor, The Graduate School

Benjamin Banneker Room

To feel belonging, an individual needs to feel safe. When individuals feel psychologically safe, they are more likely to speak up, take risks, and contribute their full potential to the organization's goals. Intersectionality affects psychological safety by shaping individuals' perceptions of whether their diverse perspectives and experiences will be respected and valued within a particular setting. One's identities will influence how safe they feel in different settings. This panel will discuss intersectionality as a guide for fostering belonging and safety in academic and professional spaces.

Eusebia Mont, Associate Clinical Professor, Hearing & Speech Sciences

Pyon Su

Restorative Circles are rooted in Indigenous and spiritual tradition- not from one specific Indigenous tribe, but rather, a philosophy and practice that has many forms and iterations across the globe. It’s a practice based in Restorative Philosophy that aims to build connections to ourselves, each other, the land we’re on, and the creatures and plants we share space with. In this interactive session, the facilitators will lead small groups in community building restorative circles to explore what it means to be an inclusive community here at UMD. In a restorative circle, participants will have the opportunity to actively listen to other circle participants, share their own thoughts and stories in response to questions, and honor each other's humanity along the way. Restorative circles tend to begin with a formal opening, whether it be a grounding breath, quote, or activity, and include time for participants to respond to questions to explore a particular topic, and end with a formal closing. Join us to build restorative connections and move in the direction of a beloved Terp community.

Nicole Garcia Diaz, Office of Student Conduct; Jordan Adams, Nikita Kimani, Stephanie Olson, Laura Tan, Department of Resident Life

Calvert Conference Room

Often, inclusion is used as a buzzword in education but can quickly lose its meaning and purpose. Our session will engage faculty and staff in activities that encourage them to turn inclusion from a mere phrase into meaningful pedagogical practice. We will begin by discussing the relationship between classroom climate and inclusivity, considering how the two intertwine when looking at student-student, teacher-student, and student-content interactions. Then, we will explore the Universal Design for Learning (UDL) framework and its application in higher education learning contexts to apply UDL practices to our classrooms. We aim to provide faculty and staff with practical ideas and strategies that are both immediately applicable and are able to be implemented in future teaching.

Kristina Kramarczuk & Elizabeth Massey, Assistant Clinical Professors for FIRE

Thurgood Marshall Room

Dr. Jennifer Roberts is one originator, leader, and one of the authors for the new (June 2024) UMD Enslavement Acknowledgement. It is important to share and discuss the importance of such an acknowledgement for this university. As a panel discussion with the other authors, we can speak about the origin of the idea, the process for writing and then how we can encourage the UMD community to embrace the use of said acknowledgment for promoting change and justice.
See - Enslavement Acknowledgement

Dr. Jennifer Roberts, Associate Professor, Kinesiology
Mouhanad Al Rifay, Program Administrative Specialist, The 1856 Project
Dr. Craig Fryer, Associate Professor, Behavioral & Community Health
Dr. Beth Cohen, DEI Activist-in-Residence, School of Public Health
Dr. Rashawn Ray, Professor, Sociology
Erin McClure, Assistant Dean, School of Public Health
Dr. John Drabinski, Professor, African American Studies

Crossland Conference Room

How do you ensure that everyone feels like a part of the institutional goals, large and small? How do you ensure that people with disabilities feel included? This session will provide tips on how to ensure all of your events are disability inclusive.

Emily Singer Lucio, University ADA/504 Compliance Officer