10:30 – 11:30

The Black Experience at PWIs - Stories and Counterstories "From Trauma to Triumph

Counterstories are a vital tool used to amplify the voices of the unheard and underserved populations. In her presentation, Toni will explain what counterstories are and the role they play in the documentary she is producing and her dissertation study. Experiences at predominantly white institutions (PWIs) can be quite different for Black students versus the experiences of their white counterparts. Toni will share how her counterstory projects will illuminate these differences and how the information gained can be used to improve the campus culture and provide helpful feedback regarding how the university can better recruit, embrace and retain their Black affiliates.


Facilitator: Toni D. Owens (she/her/hers), PhD candidate at West Virginia University


“What, When, Where, How, and Why DEI?”

The session will define diversity, equity, and inclusion for the audience. Using the canvas of the individuals in the session, this interactive workshop will show what DEI looks like, when DEI is applicable, where DEI fits into the organization, how upper management can consider their efforts of DEI, and why DEI exists.


Facilitator: Kristen L. Martin, Senior Finance Officer, Marshall University

How our own disability informs practice in our K12 classrooms

Using the stories of two young women and their own disability, the presenters will focus on how the disability informs their own practice as teacher prep professor and classroom teachers in the K12 setting. Each of the two in-service teachers will briefly discuss their own struggle through special education, their postsecondary transition planning or lack of, their university experience to get the appropriate accommodations for success, and how their journey informs their practice in the K12 classroom. With an inclusive focus, the presenters will provide attendees with some best practices to ensure success for students with disabilities of all ages.


Facilitators: Dr. Charles W. Kemp, Associate Professor of Teacher Education, Shawnee State University; Madison Lucas, Fairfield Christian Academy; Amber Zweigart, Ohio Valley School District


Using Difficult Conversation Concepts to Engage Oppressive Language

In Difficult Conversations, Stone, Patton, and Heen, posit the idea of taking a learning stance rather than striving to win the argument when engaging others with conflicting viewpoint. The authors go on to describe the three different conversations that constitute any discussion: the “what happened” conversation, the “emotion” conversation, and the “identity” conversation. Understanding these three different elements of any difficult conversation provide an approach for engaging in constructive dialogue with individuals expressing oppressive language and attitudes.


Facilitators: Jim Sand, Assistant Director, Housing and Residence Life, Ohio University; Mac Stricklen, Ombudsman Office, Ohio University