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Engaging Difficult Dialogues Workshop

Based on current public health guidance, UNG has reduced operations and on-campus staffing. The Engaging Difficult Dialogues workshop has been postponed. Please check this website periodically for updates and important information. Thank you for your time and consideration.

  • Have you ever been criticized for bringing conversations about gender, religion, science, or politics into your classroom?
  • Have you shied away from topics such as these to avoid conflict in your courses? 
  • Have you witnessed students being marginalized or even attacked for their race, worldviews, or religious beliefs? 
  • Do you struggle with how to manage outbursts and maintain a safe, effective learning environment? 
  • Do you believe that civil discourse and the art of respectful argument are the cornerstone of the university experience?   

This five-day workshop for faculty and staff will focus on techniques designed to encourage discussions with students in the classroom and beyond that are learning and affirming experiences.

If you’ve answered yes to any of these questions, then we invite you to apply to participate in our five-day workshop focused on classroom management techniques developed by the Difficult Dialogues National Resource Center. The workshop is designed to teach new skills to faculty and staff to transform discussions with students into the learning and affirming experiences they are meant to be rather than combative and destructive discourses. Together we can improve the learning climate on our campuses, resulting in a university that is more inclusive of minority voices and a safer place for the free exchange of ideas.


Jameson Brewer
Catherine Chastain
Jenna Colvin
Susann Doyle-Portillo
Rebecca Johnston

Kelly McFaden
Scott Meachum
Pablo Mendoza
Carl Ohrenberg
Alyson Paul
Michael Rifenburg

The workshop was inspired by the Ford Foundation Difficult Dialogues Grant/National Center for Difficult Dialogues text Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education, Kay Landis editor (University Alaska, Anchorage and Alaska Pacific University)

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