Higher Education Anti-Racist Teaching (H.E.A.R.T.) Podcast

In this episode of the H.E.A.R.T. Podcast, Dr. Bryan Dewsbury joins Dr. Milagros Castillo-Montoya and Omar Romandia to explore the critical role of trust and belonging in equity-minded teaching. Drawing from his co-authored book, The Norton Guide to Equity-Minded Teaching, Dr. Dewsbury shares practical strategies for moving beyond transactional teaching models to create humanizing and inclusive learning environments.  He challenges the “tyranny of coverage” in curriculum design, advocating for a shift from rote memorization to critical thinking, dialogue, and skills development. This conversation offers actionable insights to help educators build trust, foster belonging, and create classroom spaces where all students can thrive.  Join us for this thought-provoking discussion on transforming teaching practices to support meaningful student engagement. 

In this episode of the H.E.A.R.T. Podcast, Dr. Xinnian Chen and Dr. Mark Graham discuss the importance of trust in student engagement and buy-in, particularly for STEM education. They highlight the transformative power of human connection in fostering meaningful learning outcomes and discuss the critical role of non-cognitive aspects of learning in classroom success.  Dr. Chen shares her journey in integrating active learning while addressing the “content monster” and emphasizes the lasting impact of human connections in the classroom.   Dr. Graham reflects on his work with high-achieving students and how those experiences shaped his approach to trust-building and engagement for undergraduate STEM education.  This conversation provides educators with actionable strategies to create inclusive, supportive environments that enhance student learning and well-being.  Join us for this inspiring dialogue about the transformative power of trust in education. 

In this episode, we continue our conversation on equity-mindedness and how it can advance antiracist and equitable teaching in the classroom. Our guests Dr. Pallavi Limaye, Assistant Professor in Residence at the Department of Molecular and Cell Biology at the University of Connecticut, Dr. Saran Stewart, Director of Academic Affairs and Associate Professor of Higher Education and Student Affairs at the University of Connecticut, Dr. Román Liera, Assistant Professor in the Department of Educational Leadership at Montclair State University, and Dr. Becky Norton, Professor in the Science & Mathematics Department at Massachusetts Maritime Academy, share their perspectives on how equity-minded inquiry that can lead to changing teaching practices. We delve into the reality that, just as students, educators themselves can also constantly learn, take in information, and make necessary changes to improve their teaching and ultimately their students' learning outcomes. Yet, such efforts require lots of time and an ecosystem of support. We end with advice from our guests about being courageous, self-reflective, and creative in order to make learning more equitable for students. 

In this episode, we focus on equity-mindedness and how it can advance antiracist and equitable teaching. Our guests Dr. Pallavi Limaye, Assistant Professor in Residence at the Department of Molecular and Cell Biology at the University of Connecticut, Dr. Saran Stewart, Director of Academic Affairs and Associate Professor of Higher Education and Student Affairs at the University of Connecticut, Dr. Román Liera, Assistant Professor in the Department of Educational Leadership at Montclair State University, and Dr. Becky Norton, Professor in the Science & Mathematics Department at Massachusetts Maritime Academy, share their perspectives on equity-mindedness and how it can inform important inquiry that can then lead to changing teaching practices. We also touch on how to support faculty who want to engage in this type of inquiry and work toward changing their teaching to achieve more equitable outcomes. We landed on the idea that we must get and stay curious in our understanding of data and be courageous to take on necessary changes.  

The HEART Podcast team reflects on an episode from our archives originally aired on February 4, 2022 called: Plantation Politics and Campus Rebellions. Our faculty guests, Dr. Bianca Williams and Dr. Dian Squire, discuss the complex nature of antiracist teaching and the emotional work of engaging in this scholarship. They share what antiracist teaching means to them, how it shows up in their classroom, and how they reimagine educational spaces to center BIPOC voices and experiences. We also hear about the ways in which our guests set boundaries when engaging in antiracist work in the academy. 

The HEART Podcast team reflects on an episode from our archives originally aired on March 24, 2021 called: Preparing Educational Professionals through Antiracist Teaching. Our faculty guests, Dr. Grace Player, Dr. Bridget Turner Kelly, and Dr. Michael Funk, share how knowledge is constructed and consumed in ways that center the lived experiences of students. This approach to teaching and learning can liberate both faculty and students from limiting paradigms. We also hear about creative ways that faculty cultivate collective learning experiences in order for students to thrive. 

For this episode, the HEART Podcast team reflects on an episode from our archives originally aired on June 4, 2021 called: Community Engagement & Anti-Racist Teaching. Our faculty guests, Dr. Danielle Filipiak and Dr. Johnny Ramirez, share the ways that they engage communities outside of the academy and empower youth to be agents of their learning and development. We also hear student perspectives from Marissa Martinez Suarez and Briana Aguilar, who discuss the ways that culturally relevant courses and campus activism have deepened their learning and led them to personal transformation. This episode highlights the power of faculty-student solidarity as it relates to community engagement and anti-racist teaching. 

For this episode, the HEART Podcast team reflects on their 2023 focus on the Truth, Racial Healing and Transformation (TRHT)™ framework by selecting excerpts from previous guests who provided insights helpful for thinking about how we can bring more curiosity, humility, and compassion to our teaching when our students are making meaning of what is happening in the world around them. Our discussion underscores the practical application of the TRHT framework such as how to use written reflection, center the wellbeing of students, and empower students with critical thinking tools. 

Nadiyah Humber, Associate Professor at UConn School of Law, Dr. Preston Green, Professor of Educational Leadership and Law at UConn, and Dr. Leslie Williams, lecturer of Higher & Postsecondary Education at Teachers College, Columbia University, provide the context for understanding how Affirmative Action fits into a larger history of educational inequality for minoritized students. Our guests discuss how, given our current legal and political climate, there are action steps that higher education institutions can take to remove barriers that disproportionately impact racially minoritized students. With regard to anti-racist teaching, this episode provides faculty with recommendations on how to leverage classroom spaces and use critical theories in their practice. Together these strategies are meant to understand the full context of educational inequality and also drive constructive dialogue to envision more equitable pipelines and support mechanisms for minoritized scholars, staff, and faculty.

Dr. Laura Bunyan, Associate Professor of Residence at UConn and Gracie Guzman, Success Program Manager for Higher Edge, explore the topic of economic challenges that students may experience while in college. They discuss how educators can rethink classroom practices in order to support students who experience food insecurity, work full-time, and take care of their families. The conversation in this episode challenges us to rethink assumptions about financial and life circumstances that hinder students from showing up as their best selves. Instead, we must ask ourselves, “What are the conditions and circumstances that might prevent our students from showing up fully?” Additionally, Gracie and Laura highlight two inspiring initiatives, Husky Harvest and The Success Closet, that alleviate economic challenges and give students the resources they need to thrive. 

Josh Brown, Director of ScHOLA2RS House at the University of Connecticut and Latrina Denson, Associate Dean of Students, Community and Belonging at Mount Holyoke College, provide their perspective on the importance of having intentional affirming spaces on college campuses. Together, we explore how cultural centers and identity-based residential living communities are designed to provide minoritized students with spaces and services specifically aimed to meet their needs. Join us to hear more about their unique insights on anti-racist teaching practices that leverage non-white and non-Eurocentric forms of learning to uplift the feelings, ideas, and concerns of minoritized students on college campuses. 

Dr. Jeffrey Hines, Chief Diversity Officer at UConn Health and Dr. Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the American Association of Colleges and Universities (AAC&U) draw on key ideas from the TRHT framework to shed light on how racial equity work is not solely the responsibility of a few, but rather, the responsibility of all community members. We discuss racial disparities in health and education,  as major public health concerns that require the active participation of multiple community stakeholders working towards a shared vision of transformation in higher education.

Dr. Mark Overmyer-Velázquez, University Campus Director of UConn-Hartford and Dr. Joshua Abreu, Director of the Center for Teaching & Learning Excellence at Albertus Magnus College, share how they have witnessed and been part of social justice-guided transformational practices, given that it is a central pillar of the Truth, Racial Healing, and Transformation (TRHT) framework being advanced by the American Association of Colleges and Universities (AAC&U) and the W.K. Kellogg Foundation. We discuss ways in which institutional transformation can take place to better support students, faculty, staff, and communities. 

Michael Vidal, Interim Director of PRLACC & Director of Diversity and Inclusion Initiatives at the University of Connecticut, Sharon Stroye, Director of Public Engagement in the School of Public Affairs and Administration at Rutgers University–Newark, and Dr. Apryl Alexander, Metrolina Distinguished Scholar in Health and Public Policy at UNC Charlotte, share insights about racial healing practices, given that it is a central pillar of the Truth, Racial Healing, and Transformation (TRHT) framework being advanced by the American Association of Colleges and Universities (AAC&U) and the Kellogg Foundation. We discuss approaches to working together in higher education to both advance and center our humanity.

Dr. Saran Stewart, Associate Professor of Higher Education and Student Affairs & Director of Global Education at the University of Connecticut and Dr. Chayla Haynes, Associate Professor of Higher Education Administration at Texas A&M University, provide their approach to and practices related to counternarratives as part of the Truth, Racial Healing, and Transformation (TRHT) framework that the American Association of Colleges and Universities (AAC&U) and the Kellogg Foundation are advancing. We collectively speak about how we can change the racial narrative on college campuses by engaging with counternarratives as a tool both inside and outside of the classroom. 

Dr. Frank Tuitt, Vice President, Chief Diversity Officer, and Professor of Higher Education and Student Affairs at the University of Connecticut and Dr. Lynn Pasquerella, President of the American Association of Colleges & Universities, provide their vision and intentionality surrounding the Truth, Racial Healing, and Transformation (TRHT) approach that the W.K. Kellogg Foundation has been leading for over half a decade. Together, we explore the foundations of this initiative, the vision for implementing this framework at UConn, and the potential impact it can have for antiracist teaching in higher education. Join us to hear more about their unique and shared history in both planning and implementing mission-driven institutional diversity efforts that will have impacts beyond the academy.

Professor Martine Granby, an Assistant Professor in the Department of Journalism at the University of Connecticut and Manuel Gutierrez, a PREP Navigator with Chicanos Por La Causa in Phoenix, Arizona, share how they bring intentional strategies in their work to help capture the needs of historically marginalized populations in order to bring about substantive change. Based on their professional, academic, and personal experiences, our guests touch on elements of storytelling, representation, and how historical inequities show up in their daily work. Join us to hear more about how we, as a society, should extend elements of care, trust, and affordability to populations wishing to seek out HIV-prevention and mental health services.

Dr. Davis Chacón, an Assistant Research Professor in the Department of Civil and Environmental Engineering and Human Rights Institute at the University of Connecticut and Mr. Enrique Bojorquez, a Planner III with the City of Phoenix Planning and Development Department, both discuss the societal dilemmas and implications surrounding the work of building equitable and sustainable cities. Pulling from their professional and academic backgrounds, our guests touch on the importance of this work especially as we consider energy needs, pollution, and population fluctuations as we look towards the future. Dr. Chacón and Mr. Bojorquez also provide suggestions as to what educators, policymakers, and community members can do to get involved in this movement to ultimately create more humanistic spaces across the globe. 

Dr. Loneke Blackman Carr, an Assistant Professor in the Department of Nutritional Sciences at the University of Connecticut and Dr. Anna Marie LaChance, a chemical engineer and STEM educator at the University of Massachusetts-Amherst, both discuss the ways in which they cultivate community oriented lab spaces. Pulling from valuable sources of literature and former professors who they have worked with, they are deeply intentional about including and uplifting our communities to incorporate their voices in the process and impact of their research. Join us to learn more about their current work, their research practices, and how they continuously incorporate reflexivity in their respective fields.

The importance, relevance, and humanity surrounding Islam is crucial in acquiring a full understanding and awareness of the faith. Through the insights shared by current university students from The Hague, the University of Nottingham, and the University of Connecticut, our guests share more about what it means to be Muslim in their regional contexts, what we can do to combat Islamophobia, and offer implications for what might result societally if we are not willing to have open conversations about this. Join us to learn more about how higher education institutions and individuals can better support Muslim communities. 

We are joined by educators and administrators from higher education institutions on a global scale to hear about why they believe it is important to engage in diversity, equity, inclusion, and justice work. Our guests cover concepts focused on inclusive growth, indigenous philosophies, and cultural humility, among others. They also engage in the question of what is needed to give up to fully engage in this work to decolonize the mind in an effort to reimagine a more equitable and inclusive global society. Our speakers end by extending advice to audience members who wish to engage in this work through acts of reverse-mentoring, practicing active listening, and implementing racial healing circles at our respective institutions. 

In bringing together 3 individuals, 3 programs, and 3 countries, our guests share more about the Intersectional and Comparative Advancement for Racial Equity for Justice (ICARE4Justice) Summer Summit, the idea behind it, and what they engage in. As a group, our guests provide insights into their notions of decolonization, unity, and the role of higher education in tackling the societal issue of racial injustice. Join us as we hear more about how our guests approach this relevant issue and also propose new ways of approaching solutions aimed to achieve equity in the various spaces we inhabit as students, professionals, and human beings.

Dr. Sandra Quinones, the Director of School-University Partnerships at the Neag School of Education at the University of Connecticut and Mr. Robert Goodrich, the co-founder of Radical Advocates for Cross-Cultural Education (R.A.C.C.E.) in Waterbury, Connecticut, both work closely with communities to develop tangible solutions toward dismantling systemic oppression to achieve collective goals. Join us to know more about how they cultivate and practice non-traditional ways of building bridges of dialogue with community members that largely guide how they actively work to dismantle systems of power that are part of the status quo.

Susie Ximenez, the Program Director for Adelante Student Voices in New York whose mission is to support undocumented students' journey towards higher education and Reyna Montoya, the founder and CEO of Aliento in Arizona who transforms trauma into hope and action for those most impacted by the harms associated with lacking immigration status, are grassroots organizers that focus on the upliftment of students and parents. In spite of discriminatory state policies and violence in their home countries, they sought a better future for themselves and for future generations. Join us to hear about how they work to fight for rights to help undocumented and DACAmented communities to support their trajectory to achieve a higher education.

Dr. Dorinda Carter Andrews, a Professor and Chairperson of the Department of Teacher Education at Michigan State University, and Dr. Maria Salazar, a Professor of Curriculum & Instruction and Teacher Education in the Morgridge College of Education at the University of Denver, are mother-scholars who center race in their academic work. Whether it's applying humanizing pedagogy in their classrooms or actively modeling antiracist teaching, they discuss the cost of engaging in this work, particularly at Predominantly White Institutions (PWIs). Join us to hear how they actively work to build capacity and continue to grow as scholars, mothers, and human beings in this field. 

Dr. Anna Marie LaChance, a Graduate Assistant at the Vergnano Institute for Inclusion, and Manuel (Manny) Ramirez, a PhD Candidate in the Department of Sociology, both at the University of Connecticut, are rising stars in their fields who actively work to bring intersectionality in the spaces they inhabit. Guided by historical figures, scholars, and advisors, they break down what antiracism means to them and the potential it has to dismantle systems of oppression, specifically in academia. By breaking hierarchical norms in the classroom and bringing validity to student experiences they actively shape what antiracist teaching can look like, setting a new standard for this work. 

Dr. Stephany Santos, an Assistant Professor in Residence and Associate Director & Dr. David G. Embrick, an Associate Professor, both at the University of Connecticut, have made valuable contributions to ODI as faculty affiliates this spring semester. Their disciplines and unique personal trajectory have provided them with perspectives on not only the structural barriers that students and professors experience in their educational journey but also ways in which the field of academia can be improved. Join us as we hear how they have both been impacted by femtors/mentors who ignited a passion in them for antiracist teaching, which they now actively work to pass on to the next generation of scholars. 

Dr. Monica Cox, a Distinguished Professor of Engineering at The Ohio State University, shares how her upbringing as an only child in rural southeast Alabama and being raised by educator parents provided her with the foundational tools to persist no matter the circumstances. As a professor, speaker, entrepreneur, among other roles, Dr. Cox makes concerted efforts to bridge notions of excellence and diversity work, as they often exist in isolation. Her inquisitive and innovative nature encourages us to think about antiracist teaching in new ways in order to tackle contemporary issues. Join us as we hear more about Dr. Cox's story and how it shapes her approach to this important work. 

Dr. Bianca Williams from The Graduate Center at CUNY and Dr. Dian Squire from Loyola University Chicago share their experiences in the academy and how they were impacted, in more ways than one, by the development of their book, Plantation Politics and Campus Rebellions. By engaging in anti-racist teaching efforts, they describe the heavy cost that comes with this work, especially as it's often not supported by higher education institutions. Join us as we hear more about Drs. William and Squire's educational background, what they've learned from their journey in the academy, and their view for the future of anti-racist work. 

In this season finale, Dr. Milagros Castillo-Montoya and Omar Romandia from the University of Connecticut share their reflections on specific takeaways from conversations with their guests throughout the semester. From dance to music, antiracist teaching practices are truly multi-faceted and have the capacity to be transformative no matter the discipline. 

Dr. Alexis Boylan from the University of Connecticut and Dr. Melissa Crum from Mosaic Education Network share how their professional and educational journeys inform how they approach antiracist work within art. By being more aware and critical about the visuals we consume on a daily basis, they encourage us to consider how visual expression, particularly through digital media, is intentional and how we might engage with it differently. Join us as we hear more about Drs. Boylan and Crum's work, their educational background, and their perspective on how our interpretations of art can reflect our narratives and positionalities. 

Michael Bradford from the University of Connecticut and Dr. Christine Mok from the University of Rhode Island share how they integrate their own identities and lives to inform how they approach antiracist work within theatre. By combining their unique lenses and the traditional Western canon in theatre, our guests constantly work to disrupt that canon and create space for what might be possible in and through theatre. Join us as we hear more about Michael and Dr. Mok's work, their educational background and exposure, and their contributions to antiracist teaching in higher education. 

Dr. Joseph Abramo from the University of Connecticut and Dr. Joyce McCall from Arizona State University share their perspective on what it means to teach music and music teachers in a way that honors the history and totality of musical genres. Pulling from their own experience and passion for the field, they share new ways of teaching and learning with students that are both bold and humanistic. Join us as we hear more about Joseph and Joyce's work, their musical background and exposure, and their contributions to higher education through music. 

Dr. Oscar Guerra from the University of Connecticut and Dr. Lauren Cross from the University of North Texas share their perspective on what it takes to build upon one's history to cultivate new ways of engaging in antiracist teaching through visual arts and design. Their work emphasizes critical thinking, social investment, and vulnerability, in which they take a moral responsibility to prepare the next generation of scholars, activists, and artists. Join us as we hear more about Oscar and Lauren's work, their upbringing, and their contributions to the world at large through visual arts and design. 

Truth Hunter from the University of Connecticut and Shani Collins from Connecticut College walk us through their process of how they disrupt dominant ideas about dance while cultivating a space for dancers to find themselves and even help them find a voice they didn't know they had. Their work spans multiple continents, which paves the way for a rich approach to their work. Join us as we hear more about Truth and Shani's craft, their history, and their contributions to the broader world through the act of dance. 

Dr. Danielle Filipiak from the University of Connecticut, Dr. Johnny Ramirez from the University of Denver, and Marissa Martinez Suarez and Briana Aguilar from the University of Denver guide us through their work with community outreach and youth specifically. Join us as our guests share how their community work informs the way they approach antiracist teaching. We'll also hear insights as to what sparked their passion to engage in community work. 

Danielle DeRosa from the University of Connecticut, Dr. Rani Varghese from Adelphi University, and Wilson Okello from the University of North Carolina Wilmington guide us through their process of how they help facilitate conversations between members of various social identity groups in an effort to create new levels of understanding. Join us as we delve deeper into themes of relating while also hearing more about how our guests integrate their knowledge in the classroom. 

Dr. Sandy Grande from the University of Connecticut and Dr. Chris Nelson from the University of Denver join us in this episode to discuss notions of collectivity, community, and grounding our work in relation to those around us. Given the critical and indigenous perspectives of our guests we are also called to deepen our understanding about the centrality of relationships in antiracist teaching. 

Dr. Kenny Nienhusser from the University of Connecticut, Dr. Liz Cantu from Estrella Mountain Community College, and Dr. Lewis Brownlee from Estrella Mountain Community College join us in this episode to discuss the importance of community colleges and their role in antiracist teaching practices. They share valuable narratives and insights about what guides their work both inside and outside of the classroom.  

In this episode, Dr. Grace Player from the Neag School of Education at the University of Connecticut, Dr. Bridget Turner Kelly from the University of Maryland, and Dr. Michael Funk from New York University focus on how they go about preparing educational professionals through antiracist and liberatory teaching practices. For this conversation, we took it to the kitchen table, keeping love at the center of the hard work that is the H.E.A.R.T. work of antiracist teaching. 

Dr. Frank Tuitt from the University of Connecticut and Dr. Lori Patton Davis from The Ohio State University join us in this episode to discuss how critical race theory and intersectionality informs their approach to antiracist teaching and how their pedagogical approach now informs their university leadership. They provide valuable insights on the synergy between teaching and leadership. 

In this episode, Dr. Stephany Santos from the School of Engineering at the University of Connecticut along with Dr. Nicole Joseph and Dr. Luis Leyva from Peabody College at Vanderbilt University share how learning how to do anti-racism work from an intersectionality approach requires “life-long work” that includes what Dr. Joseph calls “the prework.” Our guests dive deep into antiracist teaching and learning within S.T.E.M. fields. They all discuss the necessary self-interrogation that is needed before getting into antiracist actions in the classroom. It's a powerful conversation and lots of wisdom dropping. Get ready! 

In this episode, we continue our discussion with Dr. Saran Stewart from the University of Connecticut and Dr. Jessica Harris from the University of California, Los Angeles about how intersectionality serves as a lens from which they enact antiracist teaching. They discuss the embodied nature of antiracist teaching, the influential moments and teachers that have shaped their own antiracist teaching, and offer advice for instructors interested in antiracist teaching. Stay tuned for our next episode, focused on how intersectionality can be a lens for anti-racist teaching within STEM. This next episode will air on Wednesday, February 24th, and features Dr. Stephanie Santos from the University of Connecticut, as well as Dr. Nicole Joseph and Dr. Luis Leyva from Vanderbilt University. 

In this episode, Dr. Saran Stewart from the University of Connecticut and Dr. Jessica Harris from the University of California, Los Angeles discuss what antiracist teaching means to them, how they enact it in their classrooms, and why they engage in antiracist teaching. They also discuss how students have responded to this teaching approach and how they have worked through those responses. You can hear both of them discuss how contexts shape antiracist teaching whether that is national context or institutional context. This is Part I of this conversation. Join us next Wednesday, February 10th, for Part II of this conversation with Dr. Stewart and Dr. Harris. 

With this introduction we launch the Higher Education Anti Racist Teaching (H.E.A.R.T.) Podcast! Co-Hosts Dr. Milagros Castillo-Montoya and Omar Romandia, will explore what anti-racist teaching in higher education is, what it entails, what challenges educators face, and any advice our guests can give our audience in their anti-racist teaching journey.  Please join us next week (Wednesday, February 3rd) for our full-length episode in which we will be discussing intersectionality alongside Dr. Saran Stewart, Associate Professor of Higher Education and Student Affairs at the University of Connecticut as well as Dr. Jessica Harris Assistant Professor of Higher Education and Organizational Change from the University of California, Los Angeles. As scholars who engage in intersectionality research, they share how their educational foundations, research, and personal experiences guide their antiracist teaching.