While the news moves on, I'd like to encourage everyone who felt overwhelmed by the horrific gun violence this past month in Atlanta and Boulder to take time to heal. Many of our faculty, staff, and students live in Boulder. Many of us spend time there. We’ve shopped in the King Soopers. Personally, my son used to work in the shopping center where the shootings took place. We are still feeling deeply the tragedy in Atlanta and the impact of the violence on those in our community who fear they may be targeted because of their identities.
In previous messages I've included many on campus resources, but I've left out the one embedded in our own college that is free to all, the Psychology Clinic. The graduate students in our Clinical Health Psychology Ph.D. program are deeply committed to serving the diversity on our campus, and provide treatment and assessment services to clients of all ages, cultures, ethnicities, socioeconomic backgrounds, religions, sexual orientations, and abilities. The Clinic is also running a weekly drop-in online psychoeducation group that teaches relaxation and mindfulness meditation to anyone in our community. If you feel like you could use help please don't hesitate to seek it there.
On a much less urgent topic, many people have been asking me about the status of the CLAS Strategic Plan. In short, our college plan is on hold until the university is done with the larger campus-wide strategic planning initiative. We are in a good position to move forward as soon as that happens – comments have been received, but not incorporated as of yet. We likely will have another session for additional comments and revisions over the summer and into the fall, when the University Strategic Plan is complete.
The northeast Pacific coastal temperate rainforest in southeast Alaska can store more than 1,000 tons of carbon per hectare in biomass and soil. Across this region, glaciers are disappearing faster than most other places on the planet, and winter snowfall is turning into winter rain. “This is an incredible landscape in a relatively compact area we have as much biomass carbon as 8% of the lower 48 states put together,” said study co-lead author Assistant Integrative Biology Professor Brian Buma.
On March 31, 2021, the U. S. Supreme Court heard the case of NCAA v. Alston. It is an antitrust case in which the NCAA argues that the property rights of Division I basketball and FBS football athletes should be dismissed because college athletes are amateurs. Lawyer and Communications Professor Sarah Fields, joined the author of this piece, Ronald A. Smith, along with four other sport historians in writing an amicus brief on the case. The brief points out the NCAA’s hypocrisy by quoting Taylor Branch: “no legal definition of amateur exists, and any attempt to create one in enforceable law would expose its repulsive and unconstitutional nature.”
Kristin Kilbourn, an associate professor in the Department of Psychology at CU Denver, discusses partnership with Energize Colorado, a nonprofit dedicated to helping Coloradans recover from the COVID-19 pandemic.
While cities like New York, Boston and Chicago are widely recognized for their Irish American communities, Colorado can trace its Irish connection back to the late 1800s and a mining boom in the state. “The first Irish communities in the state were in the Central City area," said Political Science Clinical Associate Professor James Walsh.
Diane Fritz was recently promoted to the position of Geospatial Data Scientist, a position dedicated to helping the Auraria Library research community. Fritz received her B.S. in biochemistry from University of California, San Diego and her Ph.D. in earth sciences from the University of Colorado Boulder before entering the geospatial field. Fritz’s role is to help all researchers on campus find the data they need and point them to technologies and methods that will help them explore, analyze and visualize that data.
Within the wide variety and rapidly expanding set of geospatial technologies and data methods, Fritz explores as many as possible to serve the diverse researchers on campus. From the suite of ESRI applications, to FOSS (Free and Open Source Software) options, to geospatial community projects like OpenStreetMap, Dr. Fritz does her best to keep her fingers on the pulse of what is available for working with...
Dean Jansma reached out to the CLAS Staff Council with a request to obtain feedback from all staff regarding remote work and our return to campus in the fall. The Council created this short survey to collect your input, please take the time to respond by COB tomorrow, April 2nd. The Staff Council Executive Committee will be meeting with the Dean in April and we plan to collect the survey responses and share them with the Dean. Please know that this survey is completely anonymous and only a summary of the results will be shared with the Dean.
An interdisciplinary graduate certificate in Ethnic Studies trains both academic researchers and professionals who can apply Ethnic Studies concepts in their fields is invaluable to any number of students who want to apply a racial and social justice lens to their intended future profession. The Ethnic Studies graduate certificate offers two paths for students: an academic path and an applied path. The academic track prepares students to pursue a Ph.D. in Ethnic Studies or to apply an ethnic studies analysis in a traditional academic discipline. This track is for students interested in a career in the academy. The applied track prepares students to identify and address racial and ethnic inequities in their chosen professional field and is designed for students interested in a wide variety of careers, including primary and secondary education teaching, higher education administration, community organizing, community and government service, journalism and...
The Facility for Advanced Spatial Technology, the FAST Lab, presents a three-part series of webinar panel talks by distinguished faculty members. Each session provides thought-provoking avenues that help open and ongoing conversation on how one builds a literate, discerning, socially-just 21st Century world community. During this series we embark on a journey that will take us beyond Media Literacy into its foundational realm, Information Literacy.
Mapping Information Truths, April 5 7:30pm
Peter Anthamatten, Ph.D., Each Map's Quest
Majorie Levine-Clark, Ph.D., Have I Got a Story for You!
Robert Metcalf, Ph.D., Socrates Questions...
Earth: Life spaces, Places, & Living Truths, April 13 7:30pm
Rafael Moreno, Ph.D., GIS & Sustainable Resource Management
The CU Denver student chapters for the Association for Women in Mathematics and the Society for Industrial and Applied Mathematics is inviting all CLAS faculty, students, and staff to the virtual screening of the documentary Picture A Scientist over the weekend of April 9-11 with a post-screening discussion on April 16th. Registration deadline is April 6.
All students, faculty, and staff are invited to join Chancellor Michelle Marks, Vice Chancellor of Diversity, Equity, and Inclusion Antonio Farias, and Equity Task Force co-chairs Antwan Jefferson and John Ronquillo for this virtual discussion. The Equity Task Force was formed following Chancellor Marks' Equity Listening Sessions last fall to delve into the core of CU Denver’s equity challenges, including structural barriers to hiring and promoting underrepresented faculty and staff. Between the task force and its supporting action teams, more than 130 faculty, staff, and students explored a host of issues—including how to close the achievement gap, what it means to be a Hispanic Serving Institution, how to create a culture of belonging, whether our policies are contributing to equity, and how we might diversify the curriculum. The audience will hear recommendations from the Equity Task Force and a discussion of next steps.
CLAS would like to acknowledge an error in the spring 2021 Syllabus Addendum that was distributed on 12/22/2020. In particular, Section 1 included a Diversity Statement section. In this section a “Diversity Statement Example” was provided. This syllabus example was inaccurately credited to Drs. Faye Caronan and Nelia Viveros and did not include the proper citations. This example was compiled by Dr. Sneha Thamotharan. Her entire Diversity Section is provided below and includes in-text citations to credit all involved scholars.
It is my intent that ALL students, regardless of background and perspective, are all well served by this course. I view the diversity that different students bring to the class as a resource, strength, and benefit to the ideal of a university education (L. Hernandez). Therefore, this course is a designated safe zone and inclusive to gender, sexual orientation, religion, ability/neurodevelopment, age, socio-economic status, ethnicity, culture, political views, etc. In addition, I would like to create a learning environment for my students that supports a diversity of thoughts, perspective and experiences, as well as HONORS and EMPOWERS your identities (M. Linden). If you have a name that differs from those that appear in your official UC Denver records, please let me know (M. Linden).
Moreover, in our structured and unstructured discussions and dialogues, we also will have many opportunities to explore some challenging issues and increase our understandings of different perspectives (A. Portnoy). Always we will need respect for others. It is my goal to create a learning environment where all of us can learn to communicate with each other across our differences. These conversations are not always easy; we sometimes will make mistakes in our speaking and our listening; sometimes we will need patience or courage or imagination or any number of qualities in combination to engage our texts, our classmates, and our own ideas and experiences (A. Portnoy). My goal is to create a learning environment where all of us (myself included) will embrace opportunities to learn from our mistakes (Q.R. Kukla). However, please keep in mind that intentionally using disrespectful, demeaning, and insulting language will not be tolerated in this class. Intentional use of racist, ableist, sexist, homophobic, transphobic, fatphobic, ageist, xenophobic, and other prejudiced language and views are unacceptable as parts of our shared discourse. When these terms are used unintentionally, I expect all of us to take responsibility for the negative impact this might have on members of our classroom community. If one of your classmates tells you that a term is derogatory, then take their word for it and stop using it. You are not the authority on which words hurt another person. If someone tells you that a word is hurtful, then it is your job to find a way of making your point without hurting them, NOT their job to convince you that they are in fact legitimately hurt (Q.R. Kukla).
An additional aim of our course will be for us to increase our openness and responsiveness with the sometimes-difficult conversations that arise as we deepen our understandings of multiple perspectives – whatever our backgrounds, experiences, or positions (A. Portnoy). With that said, please let me know if something said or done in the classroom, by either myself or other students, is particularly troubling or causes discomfort or offense (L. Hernandez). While our intention may not be to cause discomfort or offense, the impact of what happens throughout the course is not to be ignored and is something that I consider to be very important and deserving of attention (L. Hernandez).