**This hybrid course meets face-to-face on Tuesdays from 1:00pm-2:15pm. All other course content and assignments are completed asynchronously online.
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This is a repost on behalf of UMBC Hillel. Original post here.
In partnership with The Associated's Insight Israel Forum and Resetting the Table, we are offering a 3 part mini series for UMBC students this fall semester. Participants will be trained in constructive communication skills and together explore the Israeli-Palestinian conflict through a dual narratives approach. The program is open to people of all backgrounds, experiences, and knowledge levels—incoming freshmen and transfers included!
Meetings will take place during free hour on Fridays 9/24, 10/1, and 10/8 at 2 PM, lasting between 2–2.5 hours (currently unsure if in person or virtually). If you're interested in joining us, please fill out our non-binding application!
This is a repost on behalf of the Office of Student Disability Services.
Thanks to Stephanie Lazarus, UMBC's Accessibility Manager & ADA Coordinator, for this important message about the 31st anniversary of the Americans with Disabilities Act.
https://my3.my.umbc.edu/groups/accessibility/posts/111379
The anniversary of the Americans with Disabilities reminds us, as a campus, to celebrate all persons with visible and invisible disabilities, and remain committed to their equitable inclusion.
Since its enactment on July 26, 1990, the Americans with Disabilities Act, as amended, and its state-based equivalent statutory protections have provided protections for disability access and inclusion, prohibiting discrimination on the basis of disability in employment, in public accommodation, in public services, in transportation, and in telecommunications. Former President George H. W. Bush called the Act “a new birth of freedom” for Americans who identify as having a disability. This landmark civil rights law has changed society from benevolence towards disability to acceptance. While our campus, both by accessible design and accommodation, endeavors to provide equal access and inclusion for faculty, staff, students and visitors with disabilities, copious work remains, especially within external communities.
Maryland protects people with disabilities both in Title 20, State Government Article, and in Sections 7-701 to 7-710, Human Services Title. While these laws provide protections, they must be enforced and awareness must continue to be raised to promote equitable access and acceptance of persons with disabilities - on campus, on the job, and in the classroom.
Recently litigation in Baltimore City brought an assertion about a lack of curb ramps - raising awareness about federal accessibility requirements and the ongoing need for diligence. On campus, curb cuts are and accessible grading are described on UMBC's Accessible Route Map. All construction and renovation on campus is designed to meet current accessibility requirements. That being said, repair conditions and maintenance needs arise and should be reported to Facilities Maintenance via Work Control (410-455-2550, workorder@umbc.edu) or via a department's AIM request. Accessibility concerns may be reported at any time via this linked online form. The replacement of elevators in the Sondheim and Fine Arts buildings in 2021 will be a boost to campus navigation, especially for people with disabilities. UMBC's Web Accessibility page (link), including information for reporting difficulty about digital content accessibility is also shared via the footer of UMBC's websites.
Additionally, all students with disabilities - graduate, undergraduate, part-time, full-time - may seek academic accommodation via Student Disability Services. Similarly, employees - faculty, staff, graduate assistants, student workers, work-study - may seek work-related accommodations via Accessibility and Disability Services.
Accessibility and Disability Services looks forward to working in partnership with UMBC's diverse and inclusive community to support equitable access to education, and employment as we reflect on the growth of campus accessibility over the past 31 years.
P.S. UMBC's support of accessibility pre-dates the ADA-read more about the designer Guy Chisholm who was honored for his 1965 accessible design elements at UMBC by Governor Mandel in 1982 via this link.
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This post was created by Carlos Turcios ‘15, ‘17 M.A., Coordinator with Initiatives for Identity, Inclusion and Belonging (i3b)
June has always held a special significance for me and my lived experiences for several reasons. For one, June is LGBTQ+ Pride Month (you can read my fellow colleague Lucy’s post here). Two, June my birthday month (#teamgemini, #mostlyshamelessselfplug), but most saliently because I am reminded of why I am able to even write this post today. June is Immigrant Heritage Month.
In my current role, I have the privilege of serving as one of the main co-facilitators of Retriever Immigrants United (RIU), a former student organization turned into a discussion group centering immigrant community members and their experiences (You can read more about RIU here). I am grateful that my professional and academic experiences have been at such a diverse university as UMBC. Over the years, I have heard such unique, yet similar experiences from friends, professors, peers, colleagues and students in their stories on how they themselves or their ancestors got here.
Despite the romanticization of immigrant history (e.g. Ellis Island/Statue of Liberty) in the United States during most election seasons, our existence as immigrant community members has been an act of resistance since the founding of this nation. The reality is that anti-immigrant sentiment pre-exists the first United States policy that was explicitly exclusionary to immigrants (i.e. The Chinese Exclusion Act of 1882) a sentiment heavily rooted in classism, xenophobia, and racism. From then on, dozens of exclusionary policies have been passed to create barriers, progressively making it harder (and more expensive) as time has passed for immigrants to gain their path to citizenship, disproportionately impacting immigrants living in poverty, immigrants of color, non-anglophone immigrants, and immigrants who belong to a religious minority. This included quotas, restrictive and exploitative labor policies for non-Americans, and changes on refugee policies. That being said, it’s funny reflecting on the fact that the term “undocumented” and its more offensive derogatory synonyms did not exist up until the 1960’s.
However, this post is not to solely share exclusionary policies that have shaped American history, but rather as a recognition and celebration of how our ancestors got here. Whether your ancestors were brought here involuntarily, your ancestors came here for their children to have a better life, or you yourself are an immigrant, we all have stories that we carry with us. A story of resistance, love, culture, language and much more! This past May, I had the honor to restart the Black and Latine/x Graduation this year through my roles in i3b and the Chapter and Black and Latine/x Alumni (CBLA). With help from my i3b colleagues and fellow Black and Latine/x Alumni we were able to put this virtual event together. At the ceremony, there were moments where we remarked on how we felt in community with each other. That despite the language we spoke at home or what country our ancestors come from, the upcoming graduation for our seniors and graduate students was not only a celebration of their own personal academic achievements but the achievement of “the village,” both blood related and chosen that supported them through their journey.
I do not want to conflate the experiences of all non-Indigenous people, but I hope we all take a moment to honor Immigrant Heritage Month by asking our ancestors (if possible) about our history. Who knows, we may learn something new?! Simultaneously, I think it is equally important to recognize the land on which we reside/resided on and the Indigenous people connected to those places.
Check below on some actionable items you can engage with this Immigrant Heritage Month and beyond!
1) Listen before formulating an informed decision
Although countless immigrants come here voluntarily, the term voluntarily is subjective. The experiences of those who come to the United States vary according to various factors including, but not limited to 1) when and where they come from, 2) their socioeconomic status and highest level of education, 3) age, 4) their sense of safety and security in their country of origin. There are countless resources available related to immigration policy, refugee policy, as well as international history/foreign policies. Historically speaking some groups have been forced into coming here or come here as a result of significant events such a natural disaster or an indirect consequence of decades of policies shaped by neocolonialism.
2) Support Immigrant Owned Businesses
Despite immigrants making up 13% of all U.S. businesses, immigrants make up 30% of all business owners. Google local restaurants, businesses and other services. You’d be surprised at what you can find in your community!
3) Promote Sanctuary Policies
A sanctuary policy is one that limits the extent to which police will help federal immigration authorities deport people. Many cities across the country have created these policies in order to keep immigrant families together, as well as provide a sense of safety if an immigrant community member needs to report something to the police while not risking the possibility of deportation. You can check out a national network of progressive local elected officials that is uniting elected officials working on sanctuary policies here.
4) Serve as an accompanying person by going with immigrants to ICE check-ins
The most important part is being physically present to show ICE that the person checking in has community support. It does not include engaging with immigration officers or staff, unless the person that you are accompanying asks you to do so. You should feel free to take notes about the encounter with immigration officers. Another way to help a person going to an ICE check-in is to work with them to develop a “rapid response plan” to use in case the person is detained by immigration that should include some personal contacts in case of an emergency.
5) Get “know Your Rights” Training
Regardless of national origin or citizenship status, everyone living in the U.S. has certain basic rights under the U.S. Constitution. Undocumented immigrants have these rights, too. Understanding what a person’s rights are, regardless of their immigration status, can help protect them from being deported or detained. As an informed ally, you can help by watching for abuse or by helping to train others. To learn more about these rights, see the following resources:
6) Approach Immigration through an Intersectional lens!
One size does not fit all when it comes to immigration policy. Inform yourself on how different identities can impact the immigrant experience. In lieu of writing every identity, in honor of LGBTQ+ Pride Month, check out this article on issues impacting LGBTQ+ immigrants. It’s Pride Month after all!
And remember....
