Tunnel of Oppression
In the fall of 2005, students in Dr. Eunsook Hyun’s Educational Administration course, Multicultural Diversity in Higher Education, sent a proposal to the Diversity Committee for funding to support a project they called the “Tunnel of Oppression.”
The proposal read, in part:
[We wish] to generate cultural and societal awareness on the campus of Kent State University. We wish to create, promote, and coordinate a Tunnel of Oppression program as a part of the course learning experience . . . . The purpose of this activity is to pull people out of their comfort zone and push them to the realization that discrimination, acts of hate, and other controversial issues are not just ignorant events of the past but are still very prevalent in our society today. Students, faculty, staff, and administration at Kent State University will b e invited and encouraged to walk through our Tunnel of Oppression at their own pace discovering visions such as racism, lookism, ageism, sexism, classism, and other societal disparities.
Dr. Iverson taught a section of the HIED graduate course, Administration of Diversity and Multicultural Programs. In this course, students select an issue related to diversity about which they want to take action. This project involves not only learning more about an issue and assessing what efforts are already underway related to this issue, but also to 'do something' or 'take action' related to an identified problem or concern. Students' work culminates in an exhibition of their projects, meaning they must visually represent their work, i.e. through a poster, or slide show, or other medium. Students engaged various aspects of diversity involving race, gender, sexuality, religion, and their projects range from international student engagement, low level of participation by student of color in leader program, taking action on educating student service leaders challenging their own privilege and the disability status at KSU. Some projects involved Kent's campus, while others were at area colleges, such as Case Western reserve University.
The Status of Women in Higher Education (2011, Fall)
Dr. Iverson taught a section of the HIED graduate course, "the status of women in higher education." In this course, students selected an issue related to gender (in)equity about which they want to take action. This project involved not only learning more about an issue and assessing what efforts are already underway related to this issue, but also to "do something or take action " related to an identified problem or concern. Students addressed topics including sexual assault, body image, voting, and the intersections of race with gender; and some projects involved an exploration of perceptions of women studies and feminism held by women students; the efforts to implement programming aimed to address violence against women for first-year women in the residence halls; developing sexual assault programming in Greek communities; and efforts designed to increase involvement of African American women in student leadership. Some projects were completed on Kent's campus, while others were at area colleges, such as Ashland, CIA, Case, among others.