Seminar 1 – Class 525 Introduction, Unconscious Bias & Course Logistics

Instructor Introduction
  • Dr. Michelle (Associate Dean, School of Multidisciplinary & Professional Studies)
    • Doctorate in Cultural History & Anthropology
    • Lives in Madison/Huntsville, AL (spouse is a retired Army pilot, one son in a PhD program at George Mason)
    • Teaches infrequently due to administrative duties; excited about this large graduate cohort (Class 525)
    • Owns two young Labrador retrievers
Student Introductions – Snapshot of Cohort Diversity
  • Ali Gassim – Senior chemist (≈ 10 yrs pharma experience), commutes SC↔NC, Doctor of Health Science (DHS)
  • Gwendolyn (Gwen) Ray – Houston, finishing Graduate DEI Certificate (Oct); leads unconscious-bias training for executive team
  • Jacqueline Hanley – Chicago; Lead Respiratory Therapist at the nation’s largest single-site jail, mother of four (K–college)
  • Kent (Last name not stated) – Dallas; physician-relations for Baylor-Scott & White Health; MPH, MHA, interested in health-equity & SDoH; boxer + two small dogs
  • Lily (Last name not stated) – NYC; works in cancer screening & patient-education
  • Ayesha – Tampa; Non-profit HIV-prevention & women’s care coordinator; corgi-chihuahua Elsa
  • Theresa Valucci – NY/PA; 16 yrs pharma IT building clinical-trial systems; focus on diversity in trials
  • Christina – Northern VA; Marine Corps Exceptional Family Member Program advocate; psych + soc background
  • Megan – NC; UNC Lineberger leukemia trials; daughter stationed at Fort Benning (Army)
  • Catherine Hoffman – Fort Worth; ex-military spouse (AF), Infection-Prevention Program Manager; MPH; interest in food deserts & antimicrobial stewardship
  • Tia – Fort Worth; Director of Infection Prevention, level-1 trauma & safety-net hospital; DHS student, microbiology background
  • Shannon Heeney – Southern MD; Director, Chronic Disease Prevention & Control (local health dept.)
  • Janae – Delaware; Non-profit youth recovery & “Healthy Hype” health-ed; researching toxic chemicals in beauty products for communities of color
  • Brinley – Lafayette IN; Supervisor, Purdue public dining; DHS
Course Overview & Expectations
  • Course delivered as a rational-studies / senior-seminar: heavy discussion + professional application of DEI concepts
  • Diverse geographic & professional representation expected to enrich dialogue
  • No purchased textbook; curated readings provided in Course Resources tab
  • Seminars now every other week (odd-numbered units) – live attendance substitutes for written seminar Dropbox submission
  • Even-numbered weeks reserved for asynchronous work (discussions, assignments, optional office hours)
  • Dr. Michelle encourages informal, authentic discussion-board voice; focus on content over rigid formatting
  • Open-door policy: email for ad-hoc “office hours,” deadline flexibility when life events occur
Unconscious Bias – Introductory Discussion
  • Brainstormed associations: discrimination, stigma, stereotypes, internal thoughts, “unknowing,” preconceived notions
  • Key points
    • Everyone possesses unconscious bias; it may “sneak out” under stress or unfamiliar settings
    • Realization often occurs when removed from home environment or immersed in a new culture (e.g., instructor’s move from St. Louis to El Paso)
    • Professional environments (jail health care, homelessness outreach, military culture, corporate settings) highlight latent biases and the need for cultural humility
Factors Influencing Bias
  • Family upbringing (parents, grandparents)
  • Geographic region & local culture (Texas vs. California, Midwest vs. Border region)
  • Societal norms, media, education, religion/spirituality
  • Work environments & peer groups
  • Experiences with language barriers, travel, or serving diverse client bases
Professional Strategies to Advance DEI
  • Health-facility design considerations for culturally sensitive end-of-life care (ICU layout, body-transfer pathways)
  • Treat incarcerated populations with parity: bridging gaps in dental/medical access
  • Establish Employee Resource Groups (ERGs) – e.g., BELIEVE, Black Voices, Veterans – for cross-training & awareness
  • Emphasize kindness, integrity, and willingness to learn; combat resistance to change through evidence & dialogue
  • Continuous personal development: engage in unit/department DEI committees, compliance trainings, community outreach
Coursework, Assignments & Key Dates

  1. Unit 1 Discussion Board

    • Two-part prompt: (a) take Harvard Project Implicit IAT(s) – choose any 2–3 tests, (b) report one-sentence result summary + reflection; respond to classmates
    • Minimum 3–4 posts total (initial + peer replies)
    • Tone: conversational yet proof-read

  2. Unit 2 Assignment (due Tue 12 Aug12\,\text{Aug})

    • Case Study: “Meet Me at Starbucks” (Philadelphia incident with two Black men & 6 police officers)
    • Requirements: 6–8 pages (quality > length)
      • Brief historical background of Starbucks & incident
      • Ethical challenges in advocating for DEI within the organization
      • Role of advocacy & social change for culturally diverse populations
      • Use course readings/news sources; citations mandatory (APA format)
    • Instructor will upload sample outline & reference articles by Sun/Mon for guidance

  3. Earlier slide (now obsolete) mentioned a 3–5 page organizational DEI paper; disregard—Starbucks case is current

  4. Future Seminars: odd-numbered weeks; even weeks free for work/discussion; seminar links appear each week but ignore even-number Dropbox

Administrative & Technical Notes
  • Project Implicit link opens a list of multiple IAT quizzes; students should NOT attempt all (select a manageable subset)
  • Attendance verified through live participation; no separate submission required when present
  • Sample papers/outlines to be provided early to aid time-management for students juggling multiple courses
Key Takeaways
  • Course will integrate personal narratives, disciplinary expertise, and academic theory to interrogate unconscious bias and promote DEI
  • Active participation, self-reflection, and application to one’s professional context are the core learning mechanisms
  • Instructor prioritizes flexible support, real-world relevance, and an inclusive learning atmosphere