Application Deadline: Friday, July 25, 2025 by 5:00 p.m.
Program Overview and Goals
The Office of Access and Opportunity, in collaboration with the Center for Teaching Excellence (CTE), invites faculty and Graduate Teaching Assistants (GTAs) to submit applications to participate in the Transforming Conflict through Dialogue Learning Series. The purpose of this Learning Series is to provide a space for educators to engage in meaningful dialogue, understand diverse perspectives, and cultivate a more inclusive learning environment. By creating a platform for open and respectful conversation, this Learning Series will empower participants to address complex conversations in the classroom.
Learning Goals
- Understand the differences between dialogue, discussion, and debate.
- Explore and understand various dialogic methods to enhance classroom interactions, navigate complex conversations, and transform conflict.
- Develop the ability to engage in reflective practices and dialogic methods that foster an inclusive classroom environment.
Eligibility
The Transforming Conflict through Dialogue Learning Series is open to faculty (tenured, tenure-track, professional track, and adjunct faculty) and graduate students (teaching assistants/graduate assistants) who are instructors of record in the USC System.
Program Format/Design
Key Details
- Session Format: The sessions consist primarily of lectures, group exercises, and collaborative work. Some of the activities will incorporate sensitive topics.
- Session Dates: Tuesdays (August 19, September 16, October 14, November 11, January 20, February 17, March 17, April 14)
- Session Times: 10:05 am – 11:20 am
- Commitment: Participants must commit to attending all sessions.
- Location: The sessions will be delivered in a face-to-face format at the Center for Teaching Excellence (TCL L511). There will not be a virtual option available.
Learning Series Themes
The Learning Series will address the following topics, challenges and themes:
- Dialogue, discussion, and debate
- Building an inclusive classroom environment
- Psychological safety
- Conflict styles and transforming conflict
- Affirmative inquiry and active listening
- Dialogic modalities
- Inclusive excellence
Expected Outcomes
- Improved Communication Skills: Participants will leave the workshop with a deeper understanding of dialogic communication and practical strategies for implementing it in their classrooms.
- Enhanced Inclusivity: Participants will gain a greater appreciation for the diverse perspectives of their colleagues and students, leading to more inclusive and respectful classroom interactions.
- Reflective Practice: Participants will be encouraged to continuously reflect on their communication styles and seek opportunities to incorporate dialogic methods into their teaching.
Apply
Interested faculty and GTA must submit the Transforming Conflict Through Dialogue Application.
Selected applicants will be notified no later than Friday, August 1, 2025.
For questions, contact Anthony James, Director, Office of Access and Opportunity at OOAOeducation@mailbox.sc.edu
Fall 2025/Spring 2026 Session Dates
Tuesday, August 19, 10:05 a.m. – 11:20 a.m.
This session will introduce educators to the fundamental components of dialogic communication and engage them in an interactive activity that highlights both commonalities and differences among participants. By understanding and practicing these dialogic components, participants will be better equipped to foster inclusive and respectful classroom environments.
Tuesday, September 16, 10:05 a.m. – 11:20 a.m.
This session will equip participants with the knowledge and tools to create a psychologically safe learning environment. Emphasizing the importance of community norms and dialogue, the session will explore strategies to enhance student engagement, trust, and collaboration.
Tuesday, October 14, 10:05 a.m. – 11:20 a.m.
This session will provide educators with a comprehensive understanding of social identities and their impact on classroom dynamics. Through interactive small-group dialogues, participants will explore the complexities of social identity and learn how to create an inclusive and respectful learning environment that acknowledges and values diverse identities.
Tuesday, November 11, 10:05 a.m. – 11:20 a.m.
This session will equip participants with the skills and techniques necessary to foster a positive and inclusive classroom environment through affirmative inquiry and active listening. By engaging in these practices, faculty can create a supportive space where all students feel heard, valued, and respected.
Tuesday, January 20, 10:05 a.m. – 11:20 a.m.
This session will help educators understand different conflict styles and how they manifest in the classroom. By recognizing and adapting to various conflict styles, participants can more effectively manage and transform conflicts, creating a more harmonious and productive learning environment.
Tuesday, February 17, 10:05 a.m. – 11:20 a.m.
This session will provide educators with a structured and supportive environment to engage in meaningful dialogue about race. Through intergroup dialogue, participants will explore the complexities of racial identity, share personal experiences, and develop strategies for fostering inclusive and respectful classroom discussions on race.
Tuesday, March 17, 10:05 a.m. – 11:20 a.m.
This session will help participants effectively apply Intergroup Dialogue (IGD) components in their classrooms. By integrating IGD principles, faculty can create a more inclusive and respectful learning environment that encourages open dialogue and understanding among students from diverse backgrounds.
Tuesday, April 14, 10:05 a.m. – 11:20 a.m.
This session will help participants effectively apply Intergroup Dialogue (IGD) components in their classrooms. By integrating IGD principles, faculty can create a more inclusive and respectful learning environment that encourages open dialogue and understanding among students from diverse backgrounds.
About the Facilitators
Anthony James, Ed.D.
As Director of Inclusive Excellence Education, Anthony James cultivates intercultural understanding, facilitates dialogue across differences, and transforms conflict through the design and leadership of impactful professional development programs.
With a 15-year career spanning K-12 and higher education, James has made significant contributions as both an early childhood educator and a higher education administrator. He is a staunch advocate for enhancing educational culture and has spearheaded numerous initiatives at prestigious institutions such as the College of Charleston, the University of North Carolina at Chapel Hill, and the University of South Carolina System. His strategic leadership has resulted in the creation and implementation of impactful educational programs that promote Inclusive Excellence across campus communities. James is also a proud alumnus of the University, having graduated in 2018.
Megan Colascione, M.Ed.
Megan Colascione, as the Assistant Director of Education and Strategic Initiatives, spearheads educational programming and workshops within the Office of Access and Opportunity. Focused on USC’s campus culture and leadership impact, the curriculum aligns with strategic priorities through an inclusive excellence approach. Megan collaborates with university stakeholders to identify growth opportunities and implement impactful initiatives that enhance our institutional culture.
Khristina DeLorenzo
Khristina DeLorenzo is a dedicated program coordinator committed to driving program success and enhancing participant experiences. She excels in organizing, coordinating, and supporting program activities, ensuring seamless operations and meaningful outcomes. In her role, Khristina manages event planning and execution, facilitates participant communication, assists with data tracking and analysis, and provides essential logistical support. Passionate about fostering inclusive and engaging program environments, she strives to create spaces that promote learning, growth, and collaboration.