Sarah Cunningham

College of Liberal Arts

Program Coordinator, Food in Culture and Social Justice; Advisor and Instructor, Anthropology

Project Focus: Food and Social Justice

I learned about the DPD Academy from a senior faculty member in my department, who counted it amongst her most valuable continuing education pieces. Having now been through it myself, I have to agree. My project for the Academy focused on food and social justice and involved revising an existing course to align with the DPD program goals and outcomes. The revised course includes more U.S. content (although it retained international elements) and both historical and contemporary examples. It also makes use of interactive learning strategies, particularly writing-to-learn activities and guided discussion. In both formal and low-stakes assignments, students in this course are challenged to think critically about how food practices sustain oppression and discrimination. Course readings deal with multiple forms of difference, socially constructed around and with food, grounded in a broader political-economic context of power and privilege. Topics explored in the course include food and work, food access and insecurity, and food as a reflection of racial, ethnic, gender, and class identity. In revising this course, I have confirmed what I have long known about food; that it is an especially useful lens through which to view multiple and intersecting social justice issues.


Ron Mize

College of Liberal Arts

Director of the Center for Latino/a Studies and Engagement (CL@SE); Associate Professor, School of Language, Culture, and Society

Project Focus: Farmworker Justice Movements

My project was to introduce a new course into the DPD curriculum. "Farmworker Justice Movements” is a collaborative, team-taught course with leadership of PCUN (Pineros y Campesinos Unidos del Noroeste) and me. Justice movements for farmworkers have a long and storied past in the annals of US labor history. The course begins with the 1960s Chicano civil rights era struggles for social justice to present day. It focuses on the varied strategies of four farmworker justice movements: United Farm Workers, Farm Labor Organizing Committee, Pineros y Campesinos Unidos Noroeste, and the Coalition of Immokalee Workers. As an ethnic studies comparative upper-division course with obvious Social Justice minor and DPD linkages, the course is structured around the question of the movement and its various articulations.


Tuba Özkan-Haller

College of Earth, Ocean, and Atmospheric Sciences


Project Focus: Advancement of Women Faculty in STEM Disciplines

I participated in the DPD program motivated by the potential start of an NSF ADVANCE project focused on increasing the recruitment, retention and advancement of women faculty members in STEM disciplines. My objective was to gain a better understanding of the DPD concepts and to think about ways in which these concepts could be effectively and efficiently communicated specifically to individuals with STEM educational backgrounds. My participation in the DPD program resulted in a marked increase in my understanding of systems of oppression and the way institutional structures perpetuate the existing status of power and privilege. The DPD program fundamentally changed my relationship to individuals (even my own children), but perhaps more importantly, it gave me the tools to see the manifestations of systems of oppression in the academic enterprise - a necessary first step towards dismantling them. I now also have an enhanced understanding of how much more I need to learn, and the tools, vocabulary, and ignited passion to make progress on the important work proposed in our NSF ADVANCE program that addresses the issues of difference, power and discrimination as they apply to underrepresented groups in the STEM academic enterprise.


Lorenzo Triburgo

College of Liberal Arts

Instructor, Photography

Project: Gender, Sexuality and the Photographic Image

I attended the DPD Academy in order to attain a course number and DPD designation for my special topics course, Gender, Sexuality and the Photographic Image. This course examines the ways in which photography is used to define and reinforce social constructs and the ways in which artists have used the language of photography to address and undermine dominant ideologies in relation to gender and sexuality. I had the opportunity to make changes in the classroom prior to officially having the DPD designation. The most notable changes were in the way the material was shared with the students. For example, moving away from a lecture and discussion format, I often had the students work in small groups, used exercises like “save the last word for me” and made time to share personal experiences with one another in structured formats. I also shared personal anecdotes from my life that highlighted course material, something I hadn’t previously done. I designed two “Theoretical Storytelling” assignments that employ experiential learning in order to address oppression on an institutional level. In this short statement I am unable to describe the immensely positive impact that the DPD program has had on my teaching philosophy, art practice, and long-term goals as an educator and artist. Suffice it say that it was literally life-changing.


Gail Woodside

College of Agricultural Sciences

Instructor, Fisheries and Wildlife Science

Project: Settler Colonialism and Indigeneity

This course explores how Settler Colonialism has and does create an atmosphere of oppression for indigenous cultures, especially traditional cultures of matrilineal order regarding the development and colonization of the United States and also India. The course’s curriculum can be administered in both Ecampus and onsite settings, and gives students a variety of learning formats, opportunities for self-reflection, and exercises that help them examine privilege and entitlement.


Uta Hussong-Christian
Instruction & Science Librarian and Associate Professor

Oregon State University Libraries

Project: Community-Based Participatory Research

I participated in the DPD Academy in order to build my knowledge of how DPD plays out in our society. As the College of Public Health and Human Sciences liaison librarian, my overarching goal was to better help health science students understand the significant value that participatory research studies offer in addressing many different public health issues faced by marginalized communities. I began learning the language that is used to talk about these issues, and I now have a better understanding of how various systems of oppression are perpetuated. Learning alongside a diverse cohort, whose many lived experiences were often radically different than mine, helped beyond measure with my understanding of what difference, power, and discrimination looks and feels like in many different contexts. I have applied what I learned in the creation of an online guide for students seeking community-based participatory research in the published scholarly literature.