Creating Racially Inclusive Classrooms

Read more about the program speakers

The successful author of three books (Turn the Tide, …But I’m Not Racist, and In it for the Long Haul), with over 30 years of experience specializing in conflict resolution, change management and creating inclusive environments, Dr. Kathy Obear is a leading expert in helping to establish socially just spaces where everyone feels valued and respected. As the founder of The Center for Transformation and Change, Dr. Obear has given speeches, facilitated workshops and consulted with top leaders in hundreds of universities, human services organizations and corporations across the United States and internationally with a goal to increase the passion, competence and commitment to create inclusive, socially just environments for all members of the organization.

Dr. Cleveland Hayes’s research interest includes the use of Critical Race Theory in Education, Historical and Contemporary Issues in Black Education to include the school to prison pipeline, Teaching and Learning in the Latino Community, Whiteness and the Intersections of Sexuality and Race. Dr. Hayes is an active member of the American Education Research Association (AERA) at the Division Level, SIG level and committee level. He currently, as a program Co-Chair for Division K and is a member of the Special Interest Group Executive Committee. He is also the vice president of the Critical Race Studies in Education. Dr. Hayes’s research can be found in Democracy and Education, Qualitative Studies in Education, and Gender and Education, Urban Review, and Power of Education. In addition, he is the co-editor of the books titled: Unhooking from Whiteness: The Key to Dismantling Racism in the United States and Unhooking from Whiteness: Resisting the Esprit de Corps.

Dr. Samuel D. Museus is a professor of education studies at University of California San Diego. He is also the founding director of the National Institute for Transformation and Equity (NITE). Prior to joining UC San Diego, he taught Asian American studies and higher education at the University of Massachusetts Boston and was a faculty member in higher education at the University of Hawaii at Manoa, the University of Denver, and Indiana University. Dr. Museus has produced over 200 publications and conference presentations focused on diversity and equity, campus environments, and college student outcomes. He is also creator of the Culturally Engaging Campus Environments (CECE; pronounced see-see) Model of College Success among diverse student populations.

Dr. Chayla Haynes Davison is an Assistant Professor of Higher Education Administration and the recipient of Texas A&M University's Robert and Mavis Simmons Faculty Fellowship. Dr. Haynes Davison's research interests and expertise include: critical and inclusive pedagogy, critical race theory and intersectionality scholarship (i.e., critical race theory, critical race feminism, and intersectionality), and Black women in higher education. She is co-editor of Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms (Peter Lang Publishing) and Race Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education (Stylus Publishing). Her scholarship has also been featured in Teachers College Record, the International Journal of Teaching and Learning in Higher Education, the Journal of Critical Scholarship in Higher Education and Student Affairs, and the Journal of Negro Education. Her scholarly contributions were recognized by the American College Personnel Association (ACPA), who named Dr. Haynes Davison an Emerging Scholar Designee in 2016. In 2018, Dr. Haynes Davison and colleagues Drs. Lori Patton Davis and Natasha Croom were recognized by ACPA's Coalition on Women's Identities for their scholarly collaborations on Black women in higher education, receiving their Research and Scholarship Award. Prior to the professoriate, Dr. Haynes Davison served the higher education and student affairs profession for 15 years, as a former Director of Orientation and Family Programs and Services, Director of Student Affairs and Career Services, and Director of Student Activities.

Dr. Marilee Brooks-Gillies is an Assistant Professor of English and director of the University Writing Center. Her areas of interest are cultural rhetorics, writing center theory and practice, rhetorical history and theory, and material rhetorics. Marilee received her PhD in Rhetoric & Writing from Michigan State University in 2013. In her dissertation, Crafting Place: Rhetorical Practice of the Everyday, she worked with a craft group to build a theoretical framework exploring how everyday rhetorical practices contribute to place- and space-making that also enable the negotiation of identity positions. In her free time, Marilee enjoys hiking, crocheting, baking, and reading mystery novels.

Dr. Krista Hoffmann-Longtin is an Assistant Professor of Communication Studies in the Indiana University School of Liberal Arts at IUPUI, and an Assistant Dean in the Indiana University School of Medicine Office of Faculty Affairs and Professional Development. Her research focuses on communication education in the sciences and health professions, faculty development, and organizational/professional identity. Krista leads Indiana University’s institutional affiliation with the Alda Center for Communicating Science, serves as the co-editor for the Public Library of Science’s Science Communication blog, and runs a graduate minor in Communicating Science at IUPUI.  In 2016, Krista was highlighted by the Indianapolis Business Journal as one of their Forty Under 40 young professionals to watch for her work using improvisational theater to teach scientists to communicate more effectively. Prior to earning her graduate degrees, Krista worked for The Weather Channel and Indiana Public Radio. She a BA from Ball State University, an MA in from Purdue University, and a PhD from Indiana University. Krista’s work has been published in Academic Medicine, To Improve the Academy, and the Journal of Faculty Development