We have all been there. During a sensitive discussion, when things get tense, and the air feels thick enough to slice with a knife. How we react can change the vibe of the conversation from chill to tense, making it harder for everyone to learn and feel safe. Even though it can feel super overwhelming in a hot classroom, there are some things we can do to keep things chill and supportive. Most of the lectures I have attended show that professors have a tough time maintaining a calm and respectful learning space for a group of diverse students (and it is getting more diverse). Sometimes, to get on board with diversity and inclusion, teachers got to challenge themselves and their students to step out of their comfort zones. More academics should stop being so cautious and assertive (Smith, 2016, p.1).

Furthermore, to make teaching and learning more inclusive, instructors and students need to be cool with having awkward talks and questioning how things are in society. If we are too careful and do not speak up about sensitive stuff, we will not be ready to handle it. But if we speak up and tackle the issues head-on, we can all work together to improve things on campus. As a senior at Westminster, I have noticed that many undergrad and grad students are too scared or don’t know how to talk about differences. Before discussing diversity and inclusion in University, we must ensure we are in the right space. If we want our classrooms to be more about diversity, we should have more programs that show respect and include everyone.

Additionally, if we want to teach and learn about respect and acceptance, I suggest using Kentina Smith’s D.E.E.P. model. The model helps one use the right language, talk openly and honestly, feel confident sharing their thoughts without getting made fun of, and connect what we share to what we are learning in class. Also, for those struggling with sensitive talks or who want to make their curriculum more inclusive, Smith’s got you covered with some practical assignments and solid advice.

Black History Month

Every week while I am scrolling through the internet, there’s always some new headline about crazy stuff happening on campuses. People are protesting and demanding changes at universities all over the country.

“So, there’s this dude from a frat at some university who got caught on video singing a super racist song.

“Top administrators had to resign because they did not do anything fast enough about some racist stuff that was said and written.”

“Someone spray-painted some offensive stuff on a mural.”

Since the B.L.M. protests during and after COVID-19, people have acted like we live in a post-racial world, but I don’t buy it. The fact that black and brown kids keep getting killed and all this tension on university campuses shows that the whole “everything’s fine and dandy” story is untrue.

Yeah, race is still a big deal.

In our universities, we should have chances for students to talk about this stuff helpfully. Even though the curriculum is getting better, students still don’t learn enough about race and how it affects our society today. They often feel bummed out about talking about race on campus. Nonetheless, if we want to beat racial inequality, we got to be able to talk about it, describe it, and know what it is.

Anyway, Westminster’s been killing it at making this dream come true. The Black History Year program is all about celebrating awesome things. Black folks have done in and out of the University. But it’s also about shining a light on the messed-up stuff they’ve had to deal with and still deal with today. The program’s mission is to keep shining a light on important social issues. Their work is super important for the University’s goal of being anti-racist. Also, the University of Westminster has this cool event called “Black History Year,” where they invite awesome guests every academic year to share a lot of interesting stuff. These events are a chance to spread the word and learn about different cultures, identities, and experiences.

For You, By You

What does safe mean? What does it mean to say one is “not in danger?” What exactly does it mean to say “space”? What does it feel like? It might be interesting to ask these questions when hanging out with friends or even in a more formal setting. Let’s call this endeavour “My perfect place” for easy reference.

Simply put, all participants can view the responses, and the questions facilitate an open conversation between all of you. What each of you is saying is the primary focus of this conversation (U.C.L., 2020, p.1). For instance, when I’m with my friends at school, we often have the opportunity to discuss and investigate various strategies for enhancing our sense of personal safety.

In a nutshell, I want people to understand what an incredible privilege it is to be in an environment where it is possible to discuss and trade ideas with others freely. This activity contributes to the formation of an atmosphere in which the thoughts and opinions of all participants are respected and in which students have the opportunity to demonstrate that they are capable of rigorous thought and understanding of how the topics we discuss relate to a broader context. The cool thing about it is that as it goes on, the sense of community that already exists in the classroom will only grow stronger (U.C.L., 2020, p.1). I’ve been putting in a lot of effort to ensure everyone in my friend’s group has a pleasant and secure experience. Even though we don’t always agree, it has made the situation more enjoyable and interesting. In addition, the creation of safe spaces is beneficial and requires a variety of instructional approaches. Teaching through popular culture and promoting social justice is extremely important to me. When you’re in school, it’s important to remember that everyone comes from a unique history and has had their own unique experiences. Don’t just ignore it like it’s nothing. It’s okay to be unique, and we can all gain something from observing the experiences of others. Because of this, learning is made more enjoyable, and we can interact civilly with one another.

References

Smith, K.R. (2016). Teaching and Learning ‘Respect’ and ‘Acceptance’ in the Classroom. [online] Faculty Focus | Higher Ed Teaching & Learning. Available at: https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/teaching-and-learning-respect-and-acceptance-in-the-classroom/. [Accessed 2 May 2023]

U.C.L. (2020). Creating safe spaces for students in the classroom. [online] Teaching & Learning. Available at: https://www.ucl.ac.uk/teaching-learning/publications/2020/apr/creating-safe-spaces-students-classroom. [Accessed 5 May 2023]

University of Westminster (2023). Westminster Green Fund’s winning projects announced for the 2022-23 academic year. [online] Westminster. Available at: https://www.westminster.ac.uk/news/westminster-green-funds-winning-projects-announced-for-the-2022-23-academic-year. [Accessed 5 May 2023]

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Everyone does what they can to honour Earth Day. It’s a day set aside to celebrate and advocate for environmental protection. Around 1 billion people in over 190 countries participated in activities on 22 April to attract attention to the climate problem and inspire behavioural change to safeguard the environment better. Celebrations sometimes include helping the environment, such as planting trees, picking up trash, spreading the word about recycling, or cutting down on energy use. I think I can speak for every “Green Soldier” when I say that, as wonderful as Earth Day is, we don’t want to or like to save all of our environmental energy for just one day. Every day, you can help reduce our ecological footprint in various ways right here on campus. (Hungerman and Moorthy, 2023, p. 230). And here you thought we would speak about recycling and conserving water. Well, think again; although reusing materials and conserving water is a no-brainer, so don’t hesitate. However, there are plenty of other exciting options to explore. For instance, the shift toward digital culture is fantastic news for Earth. Many universities now provide online courses, electronic libraries, and online examination software. I would rather not waste paper and money on notebooks, so I prefer taking notes online. I dare you, too, to “avoid” the bookstore and instead read books online.

Ready to Start Your Journey

Recent studies show that the current generation of students cares a lot about environmental concerns. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) reports that 91 percent of students believe their school should try to assist in sustainable development. The two perspectives usually intersect in the question of what young people can do to promote sustainability in their educational experiences while attending University. Students of all academic backgrounds should get active in sustainable practices, events, and clubs on campus (Whitley et al., 2018, p.245). While some students may concentrate their studies on environmental or sustainability-related themes, others may opt to study something else entirely. Numerous student-run groups give options for engagement.

“I just can’t seem to get things going!” If you feel like this, I have some insight you need to consider, particularly if you are in your first or second year at Westminster. Students of all degrees and levels at our illustrious institution can collaborate with members of the institution’s staff to create, plan, and execute sustainability-related projects and interventions thanks to the Westminster Green Fund, which was established at the University in 2021. The Green Fund is already in its second year and has distributed funding to creative initiatives in various sectors (University of Westminster, 2023, p.1). These projects vary from a plastic reduction in the lab to robotic recycling arms controlled from a distance.

In addition, if you take part in the recycling and composting activities offered on campus, you may be able to cut down on the quantity of garbage you create. Regrettably, it is not accurate to say that all schools of higher education in the nation (or anywhere else) actively recycle and compost their waste. The University you attend may provide you with a recycling bin to use in your housing. If this is the case, you should maximize the opportunity. When you are a young adult, just beginning to strike out on your own, there is no better time than now to start building good habits like recycling than when you are striking out on your own for the first time. Next, find out what kinds of recycling and composting services are available on campus; if you don’t like them, you have more support and influence than you think you have. Participate in the worldwide eco-movement and make your voice heard to convince your school to limit the amount of waste produced for current and future students; sooner or later, they will have no choice but to listen.

Green on a budget

Maintaining a sustainable lifestyle while in University may be difficult, particularly for first-year students. The good news is that many suggestions are available to help you incorporate sustainable practices into your campus life. Feel free to modify the suggestions to work for your campus and use them as springboards for developing your own environmentally friendly routines. A campus hostel is a special place to live since everyone around you is your age or younger and going through the same things you are. Most students go into the residence halls without knowing many, if any, of their fellow residents. Also, since you’ll likely be sharing your dorm room with at least one other person, you won’t have room for the same comforts you had while at home with your parents. But considering the hostels, you will see how quickly that may alter. What do I mean by “luxuries that you cherished at home?” I am referring to the larger items, like a coffee machine or a printer, and the little ones, like scissors or a stapler, that you may be unable to keep in your cramped dorm room. The beautiful thing about living in a hostel is that another person could have what you need, and you might make an acquaintance while asking. Find the individual in the hall who brought their printer from home and ask if you may use it. This will save money and space for everyone. You may make a new friend and save money by sharing a printer rather than purchasing your own or using one of the University’s expensive printers.

Stumped finding a use for scissors? Instead of buying a new pair or having Amazon mail you some cheap ones from China, ask a neighbour if you can borrow theirs. Buying used rather than brand new is another great green lifestyle approach. In addition, thrift store shopping is a great way to give previously loved objects a second chance and keep them out of landfills. You may save much money by shopping at thrift stores rather than buying brand-new products (Morrison, 2022, p.1). You may locate one-of-a-kind items that aren’t sold anywhere else. You may have a positive university experience while also helping mitigate climate change’s effects by adopting eco-friendlier practices. Be green on a budget.

References

Hungerman, D. and Moorthy, V., 2023. Every day is earth day: Evidence on the long-term impact of environmental activism. American Economic Journal: Applied Economics, 15(1), pp.230-258. Available at: https://doi.org/10.1257/app.20210045. [Accessed 5 May 2023]

Morrison, R. (2022). A University Student’s Guide to Sustainable Living. [online] Unsustainable Magazine. Available at: https://www.unsustainablemagazine.com/university-student-sustainable-living/. [Accessed 5 May 2023]

University of Westminster (2023). Westminster Green Fund’s winning projects announced for the 2022-23 academic year. [online] Westminster. Available at: https://www.westminster.ac.uk/news/westminster-green-funds-winning-projects-announced-for-the-2022-23-academic-year. [Accessed 5 May 2023]

Whitley, C.T., Takahashi, B., Zwickle, A., Besley, J.C. and Lertpratchya, A.P., 2018. Sustainability behaviours among college students: An application of the V.B.N. theory. Environmental Education Research, 24(2), pp.245-262. Available at: https://doi.org/10.1080/13504622.2016.1250151. [Accessed 5 May 2023]

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