David Truscello

Recap: The Magic of the Work

As was true at the Pre-conference Institute April 2018, the November Train-the Trainer Institute brought together educators who are striving to improve equity for students and staff at their institutions. The two-day collaborative experience strengthened hopefulness and grounded all in contemplative practices that will help us sustain efforts to move our institutions from the fixed orientation of the status quo to the growth orientation of inclusion and sharing.

As one participant said at the end of April’s Institute, “This was magical!”         So it was this time, too.

Accomplishments Academic Year 2017-2018

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Here is a list of the many activities completed this academic year:

  • We successfully convened the 4th Annual CRT-L Conference featuring Dr. Gloria Ladson-Billings and Dr. Kimberly R. Moffitt
  • Launched a Train-the Trainer Institute at the CRT-L Conference; 40 educators from all corners of the country participated.
  • Conducted a 5-day (15 contact hours) Winter 2018 CRT-L Seminar
  • Two semester-long CETL CRT-L Adjunct Series (4 two-hour modules each)
  • Four two-hour training sessions with Mount St. Mary’s College
  • Conducted “What is CRT-L?” workshops for CCBC’s President’s Leadership Academy, Academic Development Instructors trainings, and the whole-college Professional Development Conference
  • In June, we completed the intensive 8-day CRT-L Seminar with 15 participants
  • Now offering a pre-conference training at Conference on Acceleration in Developmental Education (CADE) in National Harbor, D.C. June 2018 (See alp.deved.org)

 

CRT-L at CCBC is collaborating with Mellon Foundation & Johns Hopkins University

The Mellon Foundation has presented our CRT-L program with a unique and exciting opportunity. Doctoral students and post-Docs at Johns Hopkins University received training in our CRT-L modules this spring in preparation for teaching at CCBC and elsewhere. CRT-L trainers will conduct four two-hour workshops at the Homewood Campus of Johns Hopkins. The program will continue each semester for the next two years.

“CRT in an Era of Racial Violence and Social Unrest”–Dr. Lloyd Sheldon Johnson

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Dr. Lloyd Sheldon Johnson of Bunker Hill Community College to keynoteLloyd Sheldon Johnson

Saturday, September 19, 2015.

As a published writer and motivational speaker, Dr. Lloyd Sheldon Johnson’s presentations have been described as “life transforming,” “powerful,” “thought-provoking,” “fiery,” and “intense.” He is committed to bringing fresh ideas and new strategies to the communities and professionals he works with so they can model and foster change and transformation.

Dr. Johnson has been nationally recognized for his work in diversity, human relations, and education.  Currently, Professor of Behavioral Science at Bunker Hill Community College*, Johnson has received many awards for teaching excellence. He developed courses in African literature and Middle East literature through grants provided by the U. S. Office of Education.  He has been a leader in institutionalizing   learning communities in higher education and creating bridges between community colleges and males incarcerated in the Massachusetts prison system. As a multicultural education and diversity specialist, he has worked with Milton Academy, the Portsmouth School, the Chestnut Hill School, and other independent and public schools, K-12, in need of his services and expertise.  He spent years working with middle college high schools through the American Social History Project at Hunter College and Mott Community College in Flint, Michigan. His past work with the National Association of Independent Schools (NAIS) and other institutions recruiting and training new teachers is noteworthy. He is a part of the Achieving the Dream faculty team at Bunker Hill Community College and is involved in partnerships with the Museum of African American History, Boston and Nantucket, and the Asian American Studies Program at the University of Massachusetts Boston. Most recently, he was a member of the Resource Faculty team at the Washington Center for Learning Communities at Evergreen State College in Olympia, WA.

The multidimensional Johnson holds many certifications in New Age modalities and many awards for professional achievements.  His research interests include the brain and its functions, dream analysis, spirituality and religion, the education of urban males, the social construction of masculinities, the integration of spirituality into higher education pedagogy, and alternative and integrative therapies for health and wholeness.  He engages such topical issues as: race and gender, conflict management and resolution, moral and ethical dilemmas in the workplace, violence prevention, recruitment and retention of faculty and students of color, inclusive counseling and intervention, anger management, and post-traumatic stress disorders (PTSD). He has presented at national and international conferences on a wide range of topics, including health disparities in minority communities,

A writer and professional actor, Johnson, an EQUITY member, has been recognized by his fellow members of both the Screen Actors Guild (SAG) and the American Federation of Television and Radio Artists (AFTRA) for his commitment to equal employment opportunities in radio, television, print and electronic media for actors of color and those with physical challenges.

Dr. Johnson was educated at the University of Massachusetts Boston, Wayne State University, Harvard University, Antioch College, and Emerson College. His own personal journey of transformation has taken him to many countries where he has traveled, lived and studied.   He has traveled extensively throughout Europe and West Africa and has visited Cuba, Brazil, many islands in the Caribbean, and parts of Southeast Asia.

 

*As CCBC did in 2015, Bunker Hill Community College, based on work by Dr. Johnson and others, received the Leah Meyer Austin Award from Achieving the Dream in 2014.

 

A Question Technique for Difficult Group Discussions

Here is a practical tool for taking the competition out of difficult discussions, such as how we explain the uprising in Baltimore after Freddie Gray’s death.

The facilitator sets this simple rule:

No one should make a declarative statement. Only questions are written on the board.

If one feels compelled to make a statement, the facilitator helps convert the statement into a question.

As questions accumulate, a kind of gestalt of collective concerns appears.

The most important lessons are:

  1. That there will always be many more questions than answers
  2. That the answers are in the group, not just in one individual (leader, teacher, authority)
  3. That dialogue means hearing all questioning voices (the loud, the soft-spoken, and the silent)

Here are images from a class discussion the morning after an evening of civil disturbance in Baltimore.image

image

Everyone takes out a camera and captures the images on the board.

Looking to achieve some consensus, we then ask for interpretations of what all of the questions taken together might mean.