Partipants learn tools and strategies to support conversations about racism and systemic whiteness. Building on key principles of nonviolent communication, participants will leave the training with tools to enable them to disrupt racism, create space for people furthest from power, and engage in dialogue.

Faculty learn basic tenants of critical and humanizing frameworks and develop strategies for applying those to their pedagogy and practices. Participants explore ways to center Black and Indigenous ways of thinking, being, and learning. Participants also learn to recognize terminology common in education spaces that is dehumanizing and explore humanizing and anti-racist terminology.

Systemic white supremacy culture is endemic in systems of education. In this training participants learn to recognize it in policies, culture, and everyday practices. Throughout the workshop participants will have the opportunity to reflect on typical displays of systemic whiteness in education and collaboratively develop strategies to disrupt and dismantle whiteness productively and with critical love applying tenets of nonviolent communication.

Participants in this training are introduced to decolonial theory and explore how to apply it in their pedagogy and practice. Participants have the opportunity to examine their curriculum holistically from a decolonial perspective. Participants work together to develop a plan to make their classrooms a place where decolonial futures are felt and built.

Participants of this workshop will learn tools for breaking through historical gender normative structures and stereotypes in the workforce and Career Education. Exploring key strategies for queering education, participants will leave the training with strategies for reimagining career education & workforce development as more inclusive, increasing access and a sense of belonging.

Research shows that men of color more often see attending college as a selfish act rather than a means to a family sustaining wage. Participants will learn ways to engage Liberatory Design Thinking to design programs and services for men of color furthest from the opportunity of college. Participants will begin their own inquiry process to identify ways they can work to meet the needs of men of color from their role at the college and in the community.

Participants in this workshop will explore ways that they can equip First Generation Professionals (FGP) to be successful in professional environments through program design, pedagogy, practice, and support services. Through these discussions, participants will brainstorm how the institution might begin to trouble colonial notions of professionalism and broker conversations with industry and employers to begin to change the narrative around what it means to be professional. Participants will leave this workshop with an action plan for better supporting FGPs at their institution.

As the largest public institutions supporting workforce development and the most diverse institutions of higher education, community colleges are positioned to have a deep impact on students' lives, setting them up to be resilient in a changing workforce. To do that, community college practitioners can reimagine programs and services to support learners to lead and thrive in a future workforce that is climate resilient, proficient in current technology, and aware of how AI and other emerging technologies will change the world of work.