LEADING

EQUITY, DIVERSITY, AND JUSTICE DAYOCTOBER 23, 2020

SESSION 1 (11 AM-12:15 PM)

FROM EQUITY TALK TO EQUITY WALK — TALK BACK SESSIONTia McNair, Ed.D.Engage in a small group dialogue with McNair.

RACIAL HEALING CIRCLES: HOW TO SHOW UP WHEN IT MATTERSMee MouaParticipants will be introduced to the racial healing circle, an experience that is bringing people together to practice deep listening and truth telling and to witness the individual and interpersonal transformative power of seeing and remembering our common humanity. During this session, participants will be introduced to three core

10 AMWEBINAR

Details about the day to go here...

SCHEDULE9 AM

THEATRE AND ZOOMWELCOME AND GOALS FOR THE DAYLeeRay Costa

LAND ACKNOWLEDGMENT AND HISTORICAL ACKNOWLEDGMENTLeeRay Costa

WELCOMEPresident Mary Dana Hinton

KEYNOTE ADDRESS: TRUTH, HEALING, AND TRANSFORMATION: FROM EQUITY TALK TO EQUITY WALKTia McNair, Ed.D.How do we prepare the next generation of strategic leaders and thinkers to break down racial hierarchies and dismantle the belief in the hierarchy of human value that fuels social injustices? How do we examine our own perceptions of equity, diversity, and inclusion to advance practitioner knowledge for racial justice in higher education? This keynote will highlight aspects of AAC&U’s Truth, Racial Healing, and Trans-formation national effort and identify action steps for moving from just having an equity talk to having an equity walk.

9:15 AMTHEATRE AND ZOOM

9:30 AMTHEATRE AND ZOOM

INTRODUCTION

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RACIAL JUSTICE2020 SEMINAR TOPIC

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components of a racial healing circle experience: introducing ourselves, anchoring our intentions in a group agreement, and re-introducing ourselves to each other in a deeper and more meaningful way. We believe that when people are able to slow down and engage deeply and meaningfully with each other, they leave the circle in a different relationship with themselves and with others.

BLACK HISTORY OF ROANOKEJordan BellGainsboro Revisited is a presentation based on the history of the African American people in the Gainsboro community of Roanoke, Virginia. During the time of segregation and Jim Crow in America, Black people in Roanoke just like many other American cities had a self-sustaining community. In this presentation you will see the history of Black hospitals, doctors, lawyers, teachers, businesses, and even a Black bank. This community was completely destroyed during urban renewal in America. Roanoke destroyed thousands of homes, hundreds of businesses, churches, schools, and even a cemetery in the name of development. This presentation is given by Jordan Bell, a local resident and member of the Gainsboro community.

THE LEGACY OF SLAVERY AT HOLLINS: WORKING GROUP INFORMATION SESSIONMaryke Barber, Ashleigh Breske, Jenine Culligan, Brittney Flowers ’17, Bill Krause, Emily Miller ’22, China Moore ’23, Rebecca Rosen, Jeri SuarezMembers of the Working Group on Slavery and its Contemporary Legacies will discuss the history of Black lives at Hollins, starting with the enslaved people whose labor sustained the campus during its early days and the school’s historic connection to their descendants; participants will also learn more about first and notable Black students, faculty, and administrators. The Working Group will present our current and ongoing projects, including a procedure for renaming campus buildings, and work done in class by Hollins students, including the beginnings of a walking tour. All are welcome who are interested in getting involved, who just want to hear an update on our activities, or who have questions for the Working Group.

HOLLINS: AN INSTITUTIONAL SLAVEOWNERLuke Vilelle, Jennifer OastProfessor Jennifer Oast, chair of the department of history at Bloomsburg University and author of Institutional Slavery: Slaveholding Churches, Schools, Colleges, and Businesses in Virginia, 1680-1860 (Cambridge University Press; 2016), will present her research into slave-holding colleges in Virginia, with a particular focus on Hollins. Her chapter, “‘Faithful and Valuable’: Slavery at Hampden-Sydney College, the University of Virginia, and the Hollins Institute,” explores how these colleges, founded in Virginia before the Civil War, “followed William & Mary’s precedent of using slave labor to support their educational missions.” Oast will also share her research methods, which may be particularly relevant for anybody interested in further exploration into the histories of enslaved or marginalized peoples. University Librarian Luke Vilelle will introduce Oast and moderate the Q&A period after Oast’s presentation. Oast’s book is available to Hollins students, faculty, and staff as an unlimited access e-book through the library’s website.

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THE COST OF FREEDOM: REPRODUCTIVE JUSTICE AND YOUWhitney McWilliams ’18In this workshop, participants will be introduced to the Reproductive Justice movement via historical timelines and contemporary stories. We will walk through the social Determinants of Health and interrogate access to and quality of sex-oriented healthcare. Participants will examine the Black Maternal Health Crisis and other race-based injustices occurring in the USA. We will also begin to decolonize our understandings of reproductive healthcare by imagining ways to disinvest in the American healthcare system.

MANAGING CONFLICT MORE EFFECTIVELY: FIVE CONFLICT RESPONSESJill WeberEngaging in conflict is an important part of encouraging growth, change, and understanding of self and others, especially when addressing pressing conversations about race and racial justice. While some individuals feel confident initiating or taking part in difficult and contentious conversations, many more avoid the conversation altogether or walk away from the exchange thinking, “I wish I had said this and not that.” This workshop is designed for those who want to increase their communication and conflict response skills when having difficult conversations about race and racial injustice. Participants will learn five different conflict responses and how and when to use each response. The majority of the session will be spent practicing different conflict responses a participant may use when they witness or experience marginalization, oppression, or discrimination of someone based on their race. This workshop is particularly helpful for those who are hesitant to speak up and those who have found that their current conflict responses are not as effective as they would like them to be.

COLLEGES FOR CEDAWVicki Demos, Ester Hernández-Medina, Rodica Lisnic, Chanmolis Mout ’23, Shuchi Sanyal ’22Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) is a UN-based treaty that seeks to protect women from sex-based inequality. Colleges for CEDAW attempt to enact these principles into university life. The Colleges for CEDAW movement is currently a grassroots coalition with the CEDAW Committee of the Sociologists for Women in Society organization. We plan to form a Hollins chapter of both students and faculty to have ongoing discussions with the Colleges for CEDAW committee and possibly sponsor related events on campus in the future. This workshop will begin with an introduction of SWS Committee Members and a brief explanation of CEDAW. We will showcase the UN Women: CEDAW Quick & Concise Videos and provide an opportunity to ask and answer questions about CEDAW. We will consider the implications of a treaty like CEDAW for womxn of color and how it may empower the movement for racial justice. Lastly, we will invite everyone to become involved with the Colleges for CEDAW effort and solicit feedback.

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NIEDERER AUDITORIUM

HEALING IN 2020: SPOKEN WORD FOR BLACK, INDIGENOUS, AND PEOPLE OF COLORLeah Abraham, Jasmine Carter ’19, Kardera Page ’24This is a space for Black, Indigenous, and people of color to come together as alumnae/i, students, and faculty and share what they have been feeling during 2020. How has the pandemic impacted you? How has the media’s portrayal of the Black Lives Matter movement affected you? What does healing in these times look like? This space is for BIPOC writers and artists to reflect, share, and lean on each other through performative art. All are welcome to attend and listen to the lineup of presenters and performers of color. Join Leah Abraham, Jasmine Carter, and Kardera Page for a spoken word open mic for our students, faculty, staff, and alumnae/i of color. This is a space for people of color to come together and share what healing and reflection looks like during the tumultuous and traumatic year of 2020. If you would like to share your work, please fill out this survey.

MIXED-ISH: HOW TO TALK TO YOUR WHITE FAMILY MEMBERS ABOUT RACEDanielle Sawyer ’19, Andi Brown ’21, Syreeta Combs-Cannaday ’02, Maya Flores ’21Please join our panel to hear and learn from mixed-race individuals that have had to navigate through hurtful and frustrating situations with their white family members. We will discuss tough memories, how we have learned to respond to our family members, and also how to love oneself in the process. This panel was created to discuss negotiating the complexities of whiteness while also living as a person of color.

CREATING AN INTERNATIONAL WOMEN’S DAY VIDEO CELEBRATING RACIAL JUSTICE: LISTENING CIRCLE TO GENERATE IDEASTori Carter ’21, Sajila Kanwal ’22, Ramona Kirsch, Zahin Mahbuba ’23, An Mochizuki ’21, Nicole Oxendine ’03, Jeri SuarezInternational Women’s Day (March 8) is a global day celebrating the social, economic, cultural, and political achievements of women. The day also marks a call to action. International Women’s Day (IWD) has occurred for well over a century, with the first IWD gathering in 1911 in several European countries. For over two decades, Hollins University has honored and celebrated the day with a cultural festival and lecture series. Today many institutions and organizations are creating annual videos to display their commitment to IWD, and we would like to explore the idea of creating a Hollins video in celebrating IWD. This session will be a “listening circle” where students, faculty, and staff will be able to share creative ideas for content of the inaugural International Women’s Day 2021 video lifting up our pledge to racial justice. This session will include viewing sample IWD videos from other institutions and organizations. Student leaders will take the lead in facilitating discussion to generate creative ideas for a Hollins 2021 IWD video.

THE NEW VANGUARD: PUSHING THE ENVELOPE IN REVOLUTIONARY DISCOURSEAmy Duncan ’21, Leah Coltrane ’22Like clockwork, most institutions have the same conversations on how to treat people every few years. It’s important to revisit issues as time goes by, but what happens when history keeps repeating itself? How can we take conversations to the next level to not only prevent violence in our communities, but enhance our quality of life? Sit in on Leah Coltrane and Amy Duncan’s discussion on how to “push the envelope” and transform not only your community, but the way you interact with your community and yourself on a daily basis.The attendee should:

• understand the importance of community and community history in tough conversations

• understand how to nurture themselves in the midst of difficult political climates• be familiar with how to build their own resources for social transformation• have reflected on the way they interact with their community and the way that

community affects them• feel capable of applying their theoretical stances to their daily lives (i.e. praxis)

CARING FOR YOUR NEIGHBORS: PROMOTING BELOVED COMMUNITYTyler Sesker ’22, Makda Kalayu ’23, Kiah Patterson ’23This session strives to begin the work in identifying how to promote beloved communities on the Hollins University campus. The session will begin with an exercise to encourage attendees to identify their own implicit biases. Then with these tools, presenters will guide discussion in working to identify and break down stereotypes of Black people that impact their biases. The end goal is to have a structure to create a plan on how to be an effective ally in hopes of creating and promoting beloved community.

DOING IT RIGHT: THE IMPORTANCE OF POC LITERATURES IN CLASSROOMSElly Green ’24, Sim Windley ’24, Emma Gibbs ’24, Regan Tate ’24, Adriana Harrison ’24, Claire Watkins ’24This presentation will educate the audience on the importance of teaching from a diversity of literature and discuss the effects of learning from different perspectives. Through a short presentation, mindful listening session, and a recommended reading list, we hope our audience will understand the negative impact of a lack of POC literature in the classroom, the relationship of POC literature to allyship, and the value/meaning of POC literature in the classroom.

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SESSION 2 (2-3 PM)

A NEW TAKE ON JUSTICE: APPLYING ABOLITIONTatiana Durant ’21This workshop will introduce ideas of abolition and transformative justice and guide people on how to begin applying those ideals in their everyday lives. Some of the key components will be re-imagining public safety, introducing anti-racism, as well as the current work going on with No justice No Peace–Roanoke and the variety of ways people can actively create a better world.

DIVERSITY MONOLOGUE TROUPPauline Etchi ’23, Maya Hart ’22, Ivana Martinez ’21, Emma McAnirlin ’21, Daile Paige ’21, Alea Rodriguez ’23, Jeri SuarezThe Diversity Monologue Troupe (DMT) is a team of student leaders who perform monologues to help our community understand the diverse identities and life experiences of people on our campus and to help broaden the perspective on various stereotypes commonly reinforced in society. They represent the voices of our students. Participants are encouraged to:

• listen with unfiltered ears• acknowledge their initial reaction/their relationship to each story• recognize that each space holds people from a variety of life experiences• learn something new through the perspective of their peers• begin or continue to consider their own identities• engage in ongoing discussions of cultural humility and an exchange of ideas

IMPLICIT BIASKaley Wood ’23, Nick McLeod ’23We will begin by engaging in discussions about the definition of implicit bias (which will be included in a handout). From there we will take two different implicit bias tests from Harvard University that focus on the implicit biases of takers against African Americans and Native Americans. We will engage in critical conversations about what influences our results and how we can go about challenging our implicit biases (guidelines also included in handout). We will consider many questions, such as: is implicit bias real? How can we measure implicit bias? What are the effects of implicit bias? Where does implicit bias come from? What does impact vs. intent mean, and how does it affect minorities? How is implicit bias related to microaggressions? What is the difference between implicit and explicit bias? Does that matter?

DRUMMING CIRCLE FOR THE ANCESTORSTJ Anderson, Polly Branch M.A.L.S. ’96, Bernadette LarkDrumming Circle for the Ancestors is an outdoor project that requires group participation. We will collectively respond to the occasion by creating rhythm. Students, faculty, and staff are all welcome to join. No drumming experience is required. Participants will encounter self-awareness and ancestral awareness through the vehicle of music. Its language is rhythm. Through this process we will recognize our community and our connection with the voices of the past. This practice is crucial in order to begin the process of healing a place.

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THEATRE

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FRONT QUAD

IT STARTS WITHIN: THE INTROSPECTIVE REVIEW ON RACISM AND SOCIAL JUSTICEChanelle SearsThis session will utilize the Racism Digital Deck created by The Skin Deep. The deck has thought-provoking prompts to allow participants to dive deep within themselves and sit with their own discomfort. Attendees will not be asked to share what they havewritten. This session is designed for people who want to start participating in anti-racism work, but do not know where to start. This session is designed for people who are afraid of their own biases and want a safe place to start unlearning some of their thoughts and behaviors.

RENAMING TAYLOE GYM: CONTEMPORARY RAMIFICATIONS OF TAYLOE FAMILY CONNECTIONS AT HOLLINS UNIVERSITYJenine Culligan, Shardei Sudler ’21The Tayloes were one of the largest slave owning families in the United States. This session will begin by looking at portraits in the Eleanor D. Wilson collection that depict Ann Ogle Tayloe and Colonel John Tayloe III. We will discuss the Tayloe family’s history of owning enslaved people, especially that of Colonel George Plater Tayloe (after whom Tayloe Gym on campus is named). Shardei Sudler has undertaken research on George Plater Tayloe and will provide information about Tayloe’s iron forge in Cloverdale, Virginia, his plantations in Virginia and Alabama, the number of enslaved people he owned, and his treatment of those enslaved people. She will also discuss Tayloe’s exploitation of former enslaved individuals after the Civil War, and his long connection with Hollins College (now university), including donating funds in 1865 to Lewis Cocke which prevented the college from going bankrupt. Shardei Sudler began a change.org petition to rename Tayloe Gym which has been signed by 1,696 people. In this session we will explore why renaming is important, how to tell this history, and how best to utilize the portraits in the museum’s collection.

DISCRIMINATION AND MICROAGGRESSIONS: HOW TO PROFESSIONALLY ADDRESS AND DISMANTLE IT IN THE WORKPLACESavannah Scott ’23This panel offered by Hollins Career Connectors will address personal accounts of discrimination in the workplace and how to professionally address and dismantle them. Our panel serves to bring awareness of discrimination in the workplace and provides an avenue of support and advice on how to properly address the issue in a professional environment. As Career Connectors, we have personally fallen victim to workplace discrimination and have a personal understanding of the impact it can have on an individual’s self-esteem and self-image in the workplace. We will also include time for questions and discussions prompted by attendees.

THE CONTINUING RELEVANCE OF THE EBONICS CONTROVERSY OF 1996Brent StevensListening to “The Ebonics Controversy,” a You’re Wrong About podcast, challenged my understanding of what it means to teach writing. The episode focuses on a 1996 Oakland California School Board decision to recognize Ebonics as a distinct language spoken by African Americans. This decision led to pushback from across the political spectrum. The questions that arose then remain deeply relevant today. How do we

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make our rhetorical practices more inclusive? How do we raise awareness that many so-called grammatical “mistakes” actually derive from an African American cultural legacy? What inherent biases are embedded in the traditional academic paper? How can we more meaningfully meet students where they are linguistically to foster deepened learning across audiences?In my own role as writing center director, I have facilitated a kind of linguistic police force—a term I use intentionally to demonstrate the depths of this issue. I am not an expert. This will not be a lecture. Rather, I will share key points from the podcast and a clip from the show, Insecure—and together we will explore the implications of these insights for our work as a diverse learning community striving to build our capacity for inclusivity.

“WHAT CAN WE DO?”Brittney Flowers ’17This is a discussion about why the work of racial justice is important and relevant to our community and the different ways of doing the work. The focus will be primarily on how we can actively take pride in what we DO within a shameful history.

RACIAL HEALING CIRCLES: HOW TO SHOW UP WHEN IT MATTERSMee MouaParticipants will be introduced to the racial healing circle, an experience that is bringing people together to practice deep listening and truth telling and to witness the individual and inter-personal transformative power of seeing and remembering our common humanity. During this session, participants will be introduced to three core components of a racial healing circle experience: introducing ourselves, anchoring our intentions in a group agreement, and reintroducing ourselves to each other in a deeper and more meaningful way. We believe that when people are able to slow down and engage deeply and meaningfully with each other, they leave the circle in a different relationship with themselves and with others.

SESSION 3 (3:15-4:30 PM)

RACIAL HEALING CIRCLES: HOW TO SHOW UP WHEN IT MATTERSMee MouaParticipants will be introduced to the racial healing circle, an experience that is bringing people together to practice deep listening and truth telling and to witness the individual and inter-personal transformative power of seeing and remembering our common humanity. During this session, participants will be introduced to three core components of a racial healing circle experience: introducing ourselves, anchoring our intentions in a group agreement, and reintroducing ourselves to each other in a deeper and more meaningful way. We believe that when people are able to slow down and engage deeply and meaningfully with each other, they leave the circle in a different relationship with themselves and with others.

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THE ASIAN AMERICAN EXPERIENCES: NOT BANANAS, COCONUTS, OR TWINKIESShuchi Sanyal ’22, Lê Tố Linh, Maya Hart ’22, Sophia Khan ’22, Amy Nguyen ’24, Dilmaya Pun ’23, Ming McDonald ’22The process of defining who Asian Americans are is, in itself, a lesson in diversity and critical thinking with social, historical, and political dimensions. Banana, Coconut, and Twinkie are pejorative terms primarily used to label Asian Americans who are perceived to have been assimilated and acculturated into mainstream American culture and who do not conform to behaviors typical of South Asian or East Asian cultures. Banana and Twinkie refer to a person being perceived as ‘yellow on the outside, white on the inside’, while Coconut is used to refer to darker-skinned Asians, such as those from South Asia or the Philippines. Any of these terms may be used by Asians and Asian Americans, as well as non–Asian Americans, to disparage Asians or Asian Americans for lacking ‘authenticity’ or conforming to dominant society, and by non–Asian Americans to praise their assimilation into mainstream white, Anglo, Christian European-American culture. Perhaps as a result, Asian American teenage girls have the highest rate of depressive symptoms of any racial, ethnic, or gender group according to a report released by the National Alliance on Mental Illness.

INTERSECTIONAL TRANS JUSTICE ON CAMPUSMaggie Nanney, Emily Lauletta ’22, Riley Lenetsky ’21, Jude Pratt ’22What does the “historically” in historically womens college mean? Should this be what we call Hollins? How is trans justice intertwined with racial justice? Moments of contention arise when our shared idea of what Hollins is and who this college is for is challenged, thereby excluding members of our community who may not fall within these narratives. Co-led by students in GWS 250 “Transing Transgender studies,” this intergroup dialogue will be a space where Hollins students can learn, discuss, and grow in our understanding of how a trans theory perspective can assist in our work toward shared liberation on campus. In particular, we will discuss what we envision for our community as trans-inclusive and affirming, what this means for the future of Hollins, and how this inherently depends on affirming our intersectional identities in order to move beyond normative notions of the “right way” to be trans on campus.

CONTINUING CRITICAL CONVERSATIONS: THE NEW JIM CROW AND HOLLINS UNIVERSITY’S RESPONSE ABILITYSheyonn Baker M.A.L.S. ’18, Ramona Kirsch, Catina Martin, Julie Pfeiffer, Tyler Sesker ’22This session continues our critical conversations about The New Jim Crow. The session will begin with a brief overview of some of the more salient points of the book. Thus it is not necessary for participants to have read the book. Then, presenters will guide discussion utilizing the six conversation starters that Alexander puts forth in the conclusion of her book. The end goal is to have a skeleton structure to begin honing a racial justice advocacy plan of collective action for the Hollins community. We will explore the following questions:

1. What will be Hollins University’s response to these ideas and insights?2. How can Hollins, as a women’s liberal arts university, take action to work for long-

term racial justice and contribute to the dismantling of mass incarceration?

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LET’S TALK ABOUT RACEOmnia Basha ’24, Caylin Smith ’21, Robyn Forbes ’23This is a student-led discussion about race and racial topics on our campus. We will discuss how to approach race in a sensitive, but efficient way, how to communicate with others about race, and how to more comfortably speak up about racial injustices on campus no matter how minor. After an introductory discussion on the topic we will join breakout rooms for discussion with a moderator. We will explore the following topics:

1. How and when to be proactive v. reactive in racial settings on campus2. How to begin to feel comfortable with race/racial topics3. The types of languages/phrases to use when talking about race/racial topics

CREATING AN ANTIRACIST WORLD OF MORE POSSIBILITYMichelle Coghill ChatmanDismantling racism is multi-sectored, layered, and nuanced work. It is emotional, spiritual, ancestral, intellectual, and embodied. It is the work of hope and courage. In this interactive session led by Michelle C. Chatman, assistant professor at the University of the District of Columbia, we will consider the inner journey of our work and how we might bring our most authentic selves to creating a world rooted in racial justice. We will use a range of contemplative practices to support our inquiry such as jazz meditation, poetry, writing, and visualization. Inspired by adrienne maree brown’s Emergent Strategy: Shaping Change, Changing Worlds (2017), we will focus on key questions and explore our areas of growth with graceful urgency.

1. What are my gifts and how do I nurture them? (abilities, characteristics, skills, etc.) 2. What is my lane and where do I have power? (higher education, community

organizations, your home, your tribal council, faith community, family?) 3. How can I apply my gifts to the collective work of racial justice? 4. How do I build awareness around what is missing and form authentic

collaborations for moving the work forward?

THEATRE FOR SOCIAL CHANGEKeiko Carreiro, Todd RistauIn this workshop participants will get a primer on the history of theatre as a tool for social change, as well as learn basic techniques to gather information, create characters, invent stories, and share performances designed to effect change in individuals, groups, structures, and policy. Breakout groups will use information provided to devise and rehearse short pieces on the topics of equity, diversity, and justice. These pieces will be performed for the entire group at the end of the session.

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CULTIVATING PRO-BLACK/BROWN CLASSROOMS AT PWIJennifer Turner, Nabila Meghjani ’22, Te’ya Mitchell ’21, Tyler Sesker ’22, Ki’Ana Speights ’20As marginalized students at a Predominantly White Institution (PWI), students of color often report experiencing microaggressions and feeling isolated and unsupported, which may have adverse effects on their mental health. For these reasons, it is crucial that these students are able to find supportive spaces where they are surrounded by others with similar experiences. This roundtable discussion will focus on the importance of creating classrooms in which the voices, experiences, and concerns of students of color are centered, and in which they can feel empowered in a world that is often disempowering. Drawn from the classroom experience of Professor Turner’s Spring 2020 Black Feminist Thought class, attendees will learn techniques for creating empowering classroom spaces for students of color in which their voices and experiences are not marginalized, but centered.

REFLECTIONS FROM THE 60s AND 70s: BLACK AND WHITE WOMEN DISCUSS RACE, RACISM, AND SOCIAL JUSTICE THEN AND NOWDebra Abbott ’74, Rev. Cynthia Hale ’75, Rev. Kathy O’Keeffe ’71, M.A.L.S. ’95, Salome Heyward ’75After brief introductions of our panelists and setting of the stage for our roundtable conversation, we will explore two questions that will help illuminate how these alumnae have committed their lives to social justice and racial equity:

1. What was the culture and political climate at Hollins when you were a student in the 60s and 70s and how did that inform the work you have done since then?

2. John Lewis said, “Do not get lost in a sea of despair. Be hopeful, be optimistic. Our struggle is not the struggle of a day, a week, a month, or a year, it is the struggle of a lifetime. Never, ever be afraid to make some noise and get in good trouble, necessary trouble.” What is the ‘good trouble’ all of us can get into with regard to dismantling race and racism and working for social justice?

CLOSING SESSION (4:40 PM)

GRATITUDE IN ACTIONThe Gratitude Bell will be rung by President Mary Dana Hinton as a symbol of unity and forward commitment. All participants will be invited to reflect on how each one of us may be intentional about change and creating a more just and inclusive campus culture at Hollins.

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ADDITIONAL OPPORTUNITIES• Chapel spaces will be open and available throughout the day for quiet reflection.• The Eleanor D. Wilson Museum will be open throughout the day. They are hosting an interactive drawing wall

inside, and a space for drawing outside the Visual Arts Center on the concrete pad (weather permitting). In the Main Gallery there will be a one day special projection of A Yellow Rose Project, a photographic collaboration of responses, reflections, and reactions to the 19th Amendment from over one hundred women across the United States.

• The Wyndham Robertson Library has created The Antiracist Bookshelf with numerous resources available to our campus community for self and community education.

RESOURCE AND SUPPORT OPTIONSDiscussions about race, racism, and racial justice can be challenging and uncomfortable and may give rise to a range of emotional and physical responses. In order to provide support for members of our community as we share and listen to personal stories, learn about experiences of suffering or injustice, and work towards healing and equity for all at Hollins University, the following resources are available throughout the day and beyond.

Hollins Health and Counseling resources on Friday, October 23• Health and Counseling is available and open in the basement of Turner Hall• Clinic is open regular hours from 8 am-2 pm• Join Sondra for a 30-minute virtual guided meditation at 12:30 pm. Email hcs@hollins.edu.• Open hours for students to talk with a counselor: 1-3 pm (just knock on the clinic door!)• Health and Counseling’s office number is (540) 362-6444

Student Assistance Program (SAP) – available 24/7There are two ways to access your SAP and work-life services:

• Call (800) 633-3353• Visit mygroup.com and click on My Portal Login. Username: hr1984; password: guest

For regular employees and their immediate family members:• Employee Assistance Program (EAP) through Family Service of Roanoke Valley

• HR general memo about the benefit• Brochure about Family Service of Roanoke Valley and the benefit

• Cigna: Insurance carrier for life, disability, and accidental death and dismemberment policies• Cigna has opened a 24-hour telephone help line, (866) 912-1687, to allow employees and their family

members to speak with qualified clinicians about how to cope with anxiety, stress, or other issues related to the impact of the coronavirus.

• For an on-campus emergency, call campus security (540) 362-6911. The dispatcher on duty will contact the on-call housing and residence life (HRL) pro-staff member, local authorities (ambulance, police, etc.) and all other required campus offices.

PRESENTERSAdriana Harrison ...........student, class of 2024Alea Rodriguez ...............student, class of 2023Amy Duncan ...................student, class of 2021Amy Nguyen ...................student, class of 2024An Mochizuki .................student, class of 2021Andi Brown .....................student, class of 2021Ashleigh Breske ..............visiting assistant professor, global politics and societiesBernadette Lark ..............guest drummerBill Krause ........................associate professor, visual and performing arts, M.A.L.S. advisorBrent Stevens ..................director of the Writing CenterBrittney Flowers .............guest speaker, class of 2017Catina Martin ..................university chaplainCaylin Smith ....................student, class of 2021Chanelle Sears .................associate director of housing and residence lifeChanmolis Mout .............student, class of 2023China Moore ...................student, class of 2022Claire Watkins ................student, class of 2024Daile Paige .......................student, class of 2021Danielle Sawyer .............admission counselor and class of 2019Debra Susan Abbott ......class of 1974Dilmaya Pun ....................student, class of 2023Elly Green ........................student, class of 2024Emily Lauletta .................student, class of 2022Emily Miller .....................student, class of 2022Emma Gibbs ....................student, class of 2024Emma McAnirlin ............student, class of 2021Esther Hernández- .........guest speaker Medina, Ph.D. Ivana Martinez ................student, class of 2021Jaiya McMillan ................student, class of 2023Jasmine Carter ................alumnae relations events coordinator and class of 2019Jenine Culligan ...............director of the Eleanor D. Wilson MuseumJennifer Oast ....................guest speaker

Jennifer Turner ...............assistant professor of sociology, gender and women’s studies, social justiceJeri Suarez ........................associate dean of cultural and community engagementJill Weber ..........................guest speakerJordan Bell ........................guest speakerJude Pratt ..........................student, class of 2022Julie Pfeiffer .....................professor English and creative writing, gender and women’s studies, children’s literature and children’s book illustration, certificate in children’s book illustration, first-year seminarsKardera Page ...................student, class of 2024Kaley Wood .....................student, class of 2023Keiko Carreiro.................guest speakerKi’Ana Speights ..............class of 2020Kiah Patterson ................student, class of 2023Lê Tố Linh ........................guest presenterLeah Abraham ................alumnae relations communications coordinatorLeah Coltrane ..................student, class of 2022Luke Vilelle ......................university librarianMaggie Nanney ..............visiting lecturer, gender and women’s studiesMakda Kalayu .................student, class of 2023Maryke Barber ................information literacy and outreach librarianMaya Flores .....................student, class of 2021Maya Hart ........................student, class of 2022Mee Moua ........................guest speakerMichelle Coghill .............guest speakerChatmanMing McDonald..............student, class of 2022Nabila Meghjani .............student, class of 2022Nick McLeod ...................student, class of 2023Nicole Oxendine .............class of 2003Omnia Basha ...................student, class of 2024Pauline Etchi ...................student, class of 2023Polly Branch ....................guest drummer, M.A.L.S. ’96

Ramona Kirsch................director of international programsRebecca Rosen ................visiting assistant professor of English and creative writing, gender and women’s studiesRegan Tate .......................student, class of 2024Rev. Cynthia Hale ..........class of 1975Rev. Kathy O’Keeffe .......class of 1971, M.A.L.S. ’95Riley Lenetsky.................student, class of 2021Robyn Forbes ..................student, class of 2023Rodica Lisnic, Ph.D. .......guest speakerSajila Kanwal ...................student, class of 2022Salome M. Heyward ......class of 1975Savannah Scott ...............student, class of 2022Shardei Sudler .................student, class of 2021Sheyonn Baker ................executive assistant to the president, M.A.L.S. ’18Shuchi Sanyal ..................student, class of 2022

Sim Windley ....................student, class of 2024Sophia Khan ....................student, class of 2022Syreeta Combs- ..............assistant director of theCannaday Hollins Fund, class of 2002T. J. Anderson, III ...........professor of English and creative writingTatiana Durant ................student, class of 2021Te’ya Mitchell..................student, class of 2022Tia McNair, Ed.D. ...........guest speakerTodd Ristau ......................assistant director and professor of playwritingTori Carter .......................student, class of 2021Tyler Sesker .....................student, class of 2022Vicki Demos, Ph.D. ........guest speakerWhitney McWilliams ....class of 2018Zahin Mahbuba ..............student, class of 2023