DEI Minute

International Women’s Day Profile—March 4, 2026

sugl6437 — Thu, 05 Mar 2026 03:49:35 +0000

International Women’s Day Profile—March 4, 2026 sugl6437 Wed, 03/04/2026 - 20:49

In honor of Women's History Month and International Women's Day on March 8, this DEI minute celebrates CEAE Professor Emerita JoAnn Silverstein.

After receiving her BA in psychology and working as a consultant in community development for a number of years, Dr. Silverstein returned to school to pursue a career in engineering. In 1982, she became one of the first women to earn a PhD in environmental engineering and joined �鶹��Ѱ��Boulder as only the fourth female tenure track faculty member in the College of Engineering and Applied Science. In 1999, she became the first female full professor in the Department of Civil, Environmental and Architectural Engineering. In 2002, she was elected as its first female department chair and served in this position until 2010. Dr. Silverstein held many additional leadership roles throughout her career before retiring in 2022.

Her research focused on water and wastewater treatment process analysis, and throughout her career she has championed the increased participation and positions in leadership roles of women and underrepresented groups in engineering, describing diversity and inclusion as “a career-long driver of my work and a major source of personal fulfillment."

Dr. Silverstein received the Distinguished Engineering Educator award from the Society of Women Engineers in 2000 and has a Distinguished Professorship at the University of Michigan named after her, among many other accolades.

Reflecting on her journey, she credits her family as a major source of inspiration. As teachers and public servants, they instilled in her a desire to create change and serve others. In describing what Women’s History Month means to her, Dr. Silverstein explains, “With all the current efforts to erase any history that celebrates diverse contributions, Women’s History is even more important, as a reality check and an inspiration.”

Her advice for young and aspiring engineers navigating current and future challenges to diversity, equity, and inclusion is to foster a community of friends and family for mutual support and inspiration. “Don’t be ruled by fear - of failure or disapproval. Enlarge your sense of humor.”

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How to Support CEAE Students/Faculty During the Ongoing Humanitarian Crisis in Iran — Feb. 18, 2026

sugl6437 — Wed, 18 Feb 2026 21:04:36 +0000

How to Support CEAE Students/Faculty During the Ongoing Humanitarian Crisis in Iran — Feb. 18, 2026 sugl6437 Wed, 02/18/2026 - 14:04

We have a relatively large number of Iranian graduate and undergraduate students, faculty, and scholars in our department as well as alumni, who are impacted by the current humanitarian crisis. These members of our community had no way of reaching their families during the internet and communication shut down since early January 2026 until last week (e.g., 9-News). Only recently, one-sided landlines became accessible. The series of recent events in Iran (detailed below) followed by the US administration’s engagement in diplomatic talks with the regime has put tremendous stress on this community. This DEI minute is dedicated to describing the current crisis and offering ways that we may help as members of CEAE.

What is going on in Iran?

Iran, a country of about 90M, is experiencing the most significant protests for democracy and freedom in the country in decades. This round of protests began on December 28 in response to hyperinflation and a weakening currency. But they were quickly joined by university students and others across the society (31 provinces), millions risking their lives for a transition to secular democracy.
The protestors come from all ages and socio-economic and ethnic backgrounds. Following massive protests, the regime shut down the internet and communication for about 10 days while massacring its people on the streets, in bazaars, on campuses, in hospitals, and in prisons.
Human Rights Watch reports “large-scale killings” by security forces over 2 days (there are reports from 16,000 to 33,000 and even much higher estimates to date – exact numbers are not available due to government coverup). Many of those murdered were children, university students, and people under 30. There are reports of more than 360,000 injured (including children and pregnant women). Reports from only one hospital in Tehran indicate that more than 7,000 individuals were blinded as a result of pellet gunfire used by security forces. The scale of mass killings and crimes against humanity in Iran over just two days in January is unprecedented (nothing to this scale has been observed in Iran’s modern history).
Amnesty International has documented systematic patterns of torture and execution targeting protesters and thousands of political prisoners. The continuously escalating numbers of deaths and disappearances reveal a mass atrocity.
Simultaneously, the regime is deeply investing in foreign propaganda to white wash, deny, confuse, or relate the killings to terrorist or foreign organizations.
More recent discussions and a documentary on the topic: https://youtu.be/f1YS-TQKs84
The political movements in Iran generally have the potential to substantially influence the region (e.g., the Green Movement of 2009-2010 and the Women-Life-Freedom Movement of 2022-2023). Experts believe that this particular movement toward a secular democracy, is an extension of Woman-Life-Freedom (the first woman-led) revolutionary movement in 2022, and it will not only have the potential to inspire the region, it will also likely contribute to and support the fight for human and women’s rights, social and environmental justice in other parts of the world (including the US).

How can I help as a member of CEAE?

Ask the Iranians you know how they are coping and whether their families are safe.
Read about the events, stay informed with reliable sources. Community support during these times goes a long way in sustaining our distressed students.

It is likely that most Iranian students are related to or know someone killed, injured, or captured in the past few weeks. If you are advising international students or scholars from Iran, be conscious of the stress and pain that they are experiencing. Give them grace and support, and if needed, provide a safe space for them to share their concerns or refer them to professional support on campus.

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Black History Month 2026—Feb. 5, 2026

sugl6437 — Thu, 05 Feb 2026 16:41:20 +0000

Black History Month 2026—Feb. 5, 2026 sugl6437 Thu, 02/05/2026 - 09:41

Black History Month is an annually observed month-long celebration of African American life, history, and culture, founded in 1926 by “The Association for the Study of African American Life and History.” ASALH. Always celebrated in February, in 2026 Black History Month is particularly important as it marks a century of American efforts to dismantle stereotypes, foster empathy, and drive modern movements for justice and equality. Black history shows us that when the state treats some people as suspicious, disposable, or unwanted, injustice soon follows. Black History Month: 2026.

Colorado Humanities Presents a “Black History Live” tour across the state throughout February. The tour presents the significant contributions African Americans have made and continue to make to art, culture, economic development, education, human rights, medicine, public services, politics, and sports in Colorado (Colorado Black History tour).

At �鶹��Ѱ��Boulder, many departments, including the Center for Inclusion and Social Change, Center for Student Involvement, Dennis Small Cultural Center and the Center for African & African American Studies, have events for Buffs to gather, learn and celebrate Black History Month together (�鶹��Ѱ��Black History Month Events 2026). The �鶹��Ѱ��International Film series is showing a selection of films featuring black artists and stories. Black History Month films at CU.

CU’s Division of Student Affairs has compiled a webpage that includes many opportunities for the �鶹��Ѱ��community to celebrate, learn, and engage. Each year, University Libraries publishes a recommended reading list for Black History Month. This year, they have expanded this into an extensive guide that includes external resources and information, �鶹��Ѱ��resources, and recommended reading and viewing. Relatedly, the Center for African and African American Studies (CAAAS) has also created a guide that is intended to serve as a starting point for exploring the many resources that �鶹��Ѱ��Libraries has related to African and African American Studies.

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The Power of Language—Dec. 3, 2025

Susan Glairon — Wed, 03 Dec 2025 23:43:48 +0000

The Power of Language—Dec. 3, 2025 Susan Glairon Wed, 12/03/2025 - 16:43

Language shapes community—it builds inclusion, fosters belonging, and creates a sense of safety. Around the world, there are more than 7,000 living languages. While English is the most widely spoken overall, Mandarin Chinese and Spanish lead in native speakers1. Language barriers can quickly become community barriers. Learning a new language—or helping someone else learn your language—opens doors to cultural understanding, breaks down communication gaps, and promotes equity and connection. Bilingualism has career advantages, as a recent survey of U.S. employers by ACTFL reported that 9 of 10 employers rely on employees with language skills other than English2.

At �鶹��Ѱ��Boulder, you have many opportunities to learn another language or share your own skills to help others grow. Explore these ways to gain or share language knowledge—without enrolling in a formal course:

Conversation Tables through the Anderson Language and Technology Center (ALTEC)
International English Center (IEC) Groups
SWAP at �鶹��Ѱ��Boulder (students volunteer to help a �鶹��Ѱ��Employee learn English)
Spanish language lunch table at SEEC through INSTAAR

References

1 https://www.ethnologue.com/

2 https://www.actfl.org/uploads/files/general/MakingLanguagesOurBusiness_FullReport.pdf

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Microaggressions— Nov. 19, 2025

Susan Glairon — Wed, 19 Nov 2025 22:13:49 +0000

Microaggressions— Nov. 19, 2025 Susan Glairon Wed, 11/19/2025 - 15:13

Microaggressions are brief, everyday interactions and behaviors that demean, disrespect, or communicate hostility towards people from marginalized groups. The perpetrator is often unaware that they engaged in negative behavior, though lack of awareness is not an excuse for harm. Isolated microaggressions may seem small, but experiencing frequent microaggressions can undermine individuals’ sense of belonging and increase anxiety.

Some examples of microaggressions are:

Assuming that a student’s acceptance into the school is based on something other than their academic ability.
Excluding or dismissing a racial, ethnic, or cultural experience (i.e. ignoring a holiday or belittling a trauma).
Commenting on a person’s English language abilities (e.g., “You speak English so well”).

If you witness a microaggression occur to someone else, provide affirmation to that individual to show them that they are seen and valued. Consider also addressing the microaggression in the moment or afterwards with the perpetrator. A positive approach can often work well. See resource links below for approaches you can take.

If you are experiencing microaggressions, we encourage you to speak with someone with whom you feel comfortable and safe. This could include: an academic advisor, faculty advisor, supervisor, human resources representative, or Student Support & Case Management (SSCM). As a reminder, the CEAE JEDI Committee has an anonymous feedback form on our Inclusive Excellence page. Submissions are sent directly to the Department Chair and the JEDI Committee Co-Chairs.

Additional Resources and Information:

Suggestions on responding to microaggressions, more suggestions on responding
Teaching resources: If you notice microaggressions, acknowledge it, �鶹��Ѱ��Center for Teaching and Learning resources
Understanding microaggressions: Citizen by Claudia Rankine

References

Garcia, Gina A, and Jennifer Crandall. “‘am I Overreacting?’ Understanding and Combating Microaggressions.” Higher Education Today, 6 July 2018, www.higheredtoday.org/2016/07/27/understanding-and-combatting-microaggressions-in-postsecondary-education/.

Murray, Teri A. “Microaggressions in the classroom.” Journal of Nursing Education, vol. 59, no. 4, 2020, pp. 184–185, https://doi.org/10.3928/01484834-20200323-02.

Sue, Derald Wing. Microaggressions and Marginality: Manifestation, Dynamics, and Impact, Wiley, Hoboken, NJ, 2010.

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Nov. 20 is Transgender Day of Remembrance—Nov. 5, 2025

Susan Glairon — Wed, 05 Nov 2025 23:23:47 +0000

Nov. 20 is Transgender Day of Remembrance—Nov. 5, 2025 Susan Glairon Wed, 11/05/2025 - 16:23

Transgender Awareness Week, Nov. 13 – 19, is a time to celebrate, uplift and honor our transgender friends, family, students, staff and faculty. The week concludes on Nov. 20 with the Transgender Day of Remembrance; an annual observance that honors the memory of the disproportionately large number of transgender people whose lives were lost in acts of anti-transgender violence.

How You Can Be Involved:

Attend TDOR Events: Join local TDOR events, candlelight vigils, and memorials to remember those who have been lost and show solidarity with transgender individuals. For example, �鶹��Ѱ��Boulder Library will hold a Data Zine for Trans Awareness event on Nov. 17.
Learn and Educate: Educate yourself and others about transgender issues, terminology, and the importance of respecting gender identity.

The �鶹��Ѱ��Boulder Pride Office builds belonging and community for LGBTQ+ students, staff and faculty. Pride Office initiatives include giving Safe Zone Gender and Sexuality Trainings across campus; holding community-building and educational events; offering one-on-one consultations; advocating on behalf of queer and trans students, staff and faculty and; supporting LGBTQ+ student groups.

CEAE JEDI Committee recognizes Transgender Day of Remembrance as a reminder of the ongoing struggles and violence faced by transgender individuals and the need for a more inclusive and accepting society.

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Making Virtual and Hybrid Meetings Inclusive—Oct. 22, 2025

Susan Glairon — Wed, 22 Oct 2025 21:58:26 +0000

Making Virtual and Hybrid Meetings Inclusive—Oct. 22, 2025 Susan Glairon Wed, 10/22/2025 - 15:58

Virtual and hybrid meeting types existed well before the pandemic, and will continue to exist well into the future. Here are five quick tips to make sure your meeting is as inclusive as possible:

Turn on cameras and microphones while folks file in before the meeting starts. This provides a space for transition into the meeting and enables participants to foster connections in a setting where it is otherwise difficult to do so.
Identify potential equity gaps. Check with attendees ahead of the meeting to inquire about accessibility needs (e.g., accessible meeting materials, additional information pre-meeting).
Introduce accessibility features at the beginning of the meeting (e.g., captions, audio transcription, how to change display name/add pronouns), and turn these settings on as the host to cultivate norms of access and inclusion.
Consistently apply inclusive practices and set expectations to mitigate feelings of exclusion or isolation (e.g., proactively seek attendee participation, display your pronouns and correctly refer to others, and explain acronyms or phrases that might not be well known).
Design a set of co-created norms, especially for recurring meetings. This might include cameras-on, designating someone to watch the chat, or pronouns in display names. This allows for a deeper sense of trust and belonging in a virtual space, as well as helps meetings run smoothly.

Learn more by registering for Making Virtual and Hybrid Meetings Inclusive: Exploring Equity Gaps, an interactive training session led by the Organization and Employee Development (OED) team in Human Resources.

See here for more professional development offerings—many of which are also open to students/grad students.

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Indigenous Peoples Day—Oct. 8, 2025

Susan Glairon — Wed, 08 Oct 2025 19:01:59 +0000

Indigenous Peoples Day—Oct. 8, 2025 Susan Glairon Wed, 10/08/2025 - 13:01

Monday, Oct. 13 is Indigenous Peoples Day, a holiday that celebrates and honors the First Peoples of the Americas and Hawai’i.

The campus is hosting several events to observe this holiday as a community:

Monday, Oct. 13

Keynote address by actress and advocate Lily Gladstone, 11 a.m.-12:30 p.m.

Tuesday, Oct. 14

Panel discussion on “Earth and Extraction: Environmental Justice from a Native Lens”, 10 a.m.-12 p.m., followed by a catered lunch for panel attendees
Panel discussion on “Reimagining Care: Indigenous Health and Housing Crisis," 1-3 p.m.

This year’s panels related to environmental justice and housing may provide especially apt opportunities for our CEAE community to engage with Indigenous knowledge and perspectives.
Details and registration

Additional resources related to Indigenous Peoples Day are at the bottom of the linked page above. These include a guide compiled by the University Libraries that centers resources related to Indigenous knowledge, links to the Center for Native American and Indigenous Studies (CNAIS), events by the City of Boulder and more.

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Resources & Updates — Sept. 29, 2025

Susan Glairon — Mon, 29 Sep 2025 16:39:11 +0000

Resources & Updates — Sept. 29, 2025 Susan Glairon Mon, 09/29/2025 - 10:39

The DEI Minute is a bi-weekly department newsletter distributed by the CEAE JEDI Committee with the goal of educating our readers on topics related to justice, equity, diversity, inclusion, and accessibility. Our committee is tasked with working on projects to foster inclusive excellence in our department. Some reminders & updates for the new year:

We encourage you to review our committee’s current initiatives, and accomplishments, here.
We have an anonymous feedback form. Upon submission, this form will be routed directly to the department chair and chair of the CEAE JEDI committee. This form is intended for anonymous feedback related to your experience in the Department. It is intended to address issues of department culture, leadership, and policy. It is not intended to report an emergency or critical situation. For concerns involving discrimination, ethics, or unwanted sexual behavior, you can report these through the �鶹��Ѱ��Boulder Don't Ignore It site.
We have a robust Inclusive Pedagogy resource document for department reference. This is a living document that can be updated at any time as resources and information evolve.
If you are interested in joining the CEAE JEDI Committee or if you want to nominate a student to join this committee, please email aditi.bhaskar@colorado.edu. This semester, we meet virtually every other Monday from 1:30 pm - 2 pm MT.

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Inclusive Research Mentoring Micro-Credential—April 23, 2025

Susan Glairon — Wed, 07 May 2025 22:00:04 +0000

Inclusive Research Mentoring Micro-Credential—April 23, 2025 Susan Glairon Wed, 05/07/2025 - 16:00

Academia thrives by exhibiting inclusive mentoring in research, teaching, and service of students, staff, and faculty members. Inclusive mentoring in research is especially necessary to provide equitable opportunities for marginalized students and scholars, promote the creation and sharing of diverse ideas, and help students of all backgrounds feel supported and safe as they work on challenging research projects. However, many academics may not have formal training on how to exhibit inclusive research mentoring.

In response to this limitation, the Center for Teaching & Learning (CTL) and the Graduate School at �鶹��Ѱ��Boulder offer an Inclusive Research Mentoring (IRM) micro-credential, which is offered to graduate students, postdocs, faculty, and staff members. This free course aims to help participants:

Enhance their mentoring skills;
Advance inclusive practices to foster inclusive environments;
Develop leadership abilities to better guide mentees through the research process;
Expand career opportunities by earning a digital badge; and
Network with peers to help create a collaborative mentoring network.

Participants must complete seven steps to earn the IRM micro-credential, including pre- and post-program mentor self assessment and attending three DEI-focused workshops to enhance awareness and implementation of inclusive mentoring practices. Following the program, participants will earn a digital badge to verify the enrollment and completion of the IRM course.

To find out more about the IRM micro-credential, interested participants can read more here. In addition to the IRM micro-credential, the CTL offers additional micro-credentials, including the Just & Equitable Teaching (JET) micro-credential. To find out more about the micro-credentials offered by the CTL, read here.

Additional Resources

CTL Micro-Credential Offerings:

/center/teaching-learning/programs/micro-credentials

IRM Micro-Credential: /center/teaching-learning/programs-services/micro-credentials/inclusive-research-mentoring-microcredential

JET Micro-Credential:

/center/teaching-learning/programs-services/micro-credentials/just-equitable-teaching

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