Racial Justice

‘Prepared for the Future’

BBENSON@bridgew.edu — Tue, 02 Jul 2024 15:11:25 +0000

‘Prepared for the Future’ BBENSON@bridgew.edu Tue, 07/02/2024 - 11:11

Recent alumnus excelling at Boston tech start-up

July 3, 2024

Brian Benson, G'23

Joseph Defendre, ’24, arrived at �¼��ϲʿ�� with an interest in technology but little knowledge of computer programming. He recently graduated with the confidence that he can excel in a programming job.

And the computer science major is already proving his abilities thanks to a special fellowship and internship.

“The difficulty of the computer science program really prepared me for tasks passed on to me in my current role,” said Defendre, who overcame doubts at Bridgewater State about his ability to succeed. “That adversity prepared me to accept any challenge in the workplace.”

Before he studies artificial intelligence in graduate school at Northeastern University, Defendre is spending the summer interning for WHOOP. The Boston-based company develops wearable fitness trackers used by professional athletes like LeBron James, as well as everyday consumers. Defendre works on a team supporting the company’s Android app.

The internship is one component of the Hack.Diversity fellowship, an initiative striving to increase representation for Black and Latinx people in the technology workforce. Fellows such as Defendre complete technical projects and also study resume writing, networking, salary negotiation, and the impact of race in the workplace.

The organization’s mission resonated with Defendre, who noted the difficulty of “people like us to get our foot in the door.”

Defendre immigrated to the U.S. from Haiti with his family at age 7. His classmates and a high school teacher recommended attending �¼��ϲʿ��.

“I’ve seen the sacrifices my parents had to make to get me where I am,” said Defendre, a first-generation college student. “I always felt obligated to not let them down.”

But his journey to a bachelor’s degree wasn’t straightforward. Having joined the Army National Guard when he was 17, Defendre temporarily withdrew from �¼��ϲʿ��. As he focused on his military duties, Drs. John Santore and Margaret Black, both computer science professors, remained invaluable sources of guidance.

“I couldn’t have made it without these people,” he said, also praising Military and Veteran Student Services staff. “Because of their support and constant emails and pointing me in the right direction, I was able to enroll back in Bridgewater State.”

As a Bear, he formed close friendships, persevered through challenging mathematics classes, and learned in-demand skills from computer science professors who were committed to his success.

Despite studying a different programming language than the one he uses at WHOOP, Defendre said he developed the foundational skills to adapt to any software job.

“I think Bridgewater had a huge impact on how I turned out on a professional level as well as my social development,” he said. “I feel prepared for the future.”

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

I think Bridgewater had a huge impact on how I turned out on a professional level as well as my social development. I feel prepared for the future.

Joseph Defendre, ’24

Tags

Alumni Profile

Internships

Racial Justice

�¼��ϲʿ�� Works

African American Studies Reaches Milestone

BBENSON@bridgew.edu — Mon, 30 Jan 2023 20:38:43 +0000

African American Studies Reaches Milestone BBENSON@bridgew.edu Mon, 01/30/2023 - 15:38

Program celebrates five-year anniversary

January 31, 2023

Brian Benson, G'23

As a younger student, Joseph Clark, ’22, G’24, sensed a disconnect in his education, especially the limited focus on the contributions of African Americans.

“African American history is American history,” said Joseph. “That was my biggest drive, just wanting to know more and feeling I never got the education I was looking for.”

Things changed when Joseph came to �¼��ϲʿ��. A criminal justice major, he also found a home in the African American Studies program and minor, which is celebrating its five-year anniversary. He’s one of 49 students to graduate with the minor since its inception.

African American studies explores people of African descent in the United States. The minor includes an introductory course and significant flexibility, allowing students to pursue electives in music, English, history, physical education and other departments.

“You can take courses all around the university with a central focus on African American experience and culture,” said Dr. Emily Field, associate professor of English and coordinator of the program.

Thus far, faculty have created 13 new courses connected to African American studies, including the introductory course, which has been taken by more than 300 students. That class features a field trip to a play, museum or other destination.

The program also supports broader university efforts around racial justice that intensified in 2020 as protests swept across the country following the death of George Floyd.

“We already had this existing program working on these issues and a place for students to acquire an academic background in thinking through what race is and what its effect on our lives is and how it’s been structured over time,” Field said.

Joseph is now pursuing a master’s degree in criminal justice at �¼��ϲʿ�� and working in the legal office for the Suffolk County Sheriff’s Department. He hopes to work on rehabilitative and reentry programs as he did while interning for the Virginia nonprofit Offender Aid and Restoration.

On campus, Joseph appreciated the connections he made between classes in the minor. He even started playing the saxophone after taking a jazz course taught by part-time music faculty member Gregory Conroy.

“I think that sense of home for me is a sense of belonging and learning about the history, the literature and the music,” he said. “Finding things that I feel like I could actually relate to, that were part of me and part of my identity as a Black man was very pivotal.”

The African American Studies program is celebrating its fifth anniversary with an event from 4 to 7 p.m. Feb. 21 in Maxwell Library’s Heritage Room.

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

I think that sense of home for me is a sense of belonging and learning about the history, the literature and the music. Finding things that I feel like I could actually relate to, that were part of me and part of my identity as a Black man was very pivotal.

Joseph Clark, ’22, G’24

Tags

Racial Justice

Artful Proposal

BBENSON@bridgew.edu — Wed, 30 Nov 2022 19:02:14 +0000

Artful Proposal BBENSON@bridgew.edu Wed, 11/30/2022 - 14:02

Student assignment leads to timely campus exhibit

December 1, 2022

Brian Benson

Dr. Jonathan Shirland challenges students to think like professionals by writing proposals to bring art to campus.

The assignment has been an integral part of his Women in the Visual Arts class, but a recent proposal on unique collages created by artist Lavett Ballard led to an actual exhibit reaching a much broader audience.

“We wanted to do something highlighting the work of a Black woman artist as that population is the most underrepresented in galleries and museums,” said art history major Elizabeth Ezekiel, ’23, who co-wrote the proposal about Ballard and became the exhibit’s assistant curator.

Ballard’s collages, some of which are on display in �¼��ϲʿ��’s Anderson Gallery through Feb. 10, include images and newspaper headlines of historic events, such as the Montgomery bus boycott. She also incorporates pictures of famous and everyday members of the African diaspora. Ballard often uses sections of fence or other reclaimed wood. Fences, her work posits, are like racial and gender identities in that they confine and exclude.

The exhibit became a reality after Jay Block, �¼��ϲʿ��’s associate director of collections and exhibitions, saw potential in the proposal written by Elizabeth, Maya Boivin, Melanie Marhefka, Benjamin Matos and Erin Williams.

“I’ve always been a proponent of students having more say on campus and more say about the art,” said Block, who offers feedback on all proposals written by Shirland’s students. “This one was absolutely professional and spot on.”

As assistant curator, Elizabeth worked side by side with Block. She interviewed Ballard, wrote an essay about the art, and helped set up the exhibit.

“Getting to see the full breadth of this process has changed my career path,” said Elizabeth, who aspires to attend graduate school and become a curatorial researcher for a museum. “This was so monumental for me.”

While the exhibit highlights racial justice, Shirland helps students explore art addressing many contemporary topics, including LGBTQ rights and mental health.

The proposal assignment “is deliberately designed so students can find and make a compelling case for whatever issue is most urgent to them,” the associate art professor said.

Ballard appreciates how �¼��ϲʿ�� students have the freedom to explore artists like herself.

“I look back to my young high school and college days, and the artists didn’t look like me,” Ballard said. “To be able to say that my work … impacted these students so much, it was really cool and humbling.”

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

We wanted to do something highlighting the work of a Black woman artist as that population is the most underrepresented in galleries and museums.

Elizabeth Ezekiel, ’23

Tags

Arts

Racial Justice

Most photos by Luis Pires, '23

Navigating Success

HHARRIS@bridgew.edu — Wed, 19 Oct 2022 13:16:47 +0000

Navigating Success HHARRIS@bridgew.edu Wed, 10/19/2022 - 09:16

�¼��ϲʿ�� receives grant for program focused on equity in learning, retention

October 25, 2022

Heather Harris Michonski

�¼��ϲʿ��’s work to advance social and racial justice recently garnered the attention and significant support of a philanthropic donor.

After learning more about how faculty, librarians, staff, and administrators work on behalf of students to ensure student success for all, they anonymously donated a $1.35 million grant to support the campus’ ongoing work.

“�¼��ϲʿ��’s focus on supporting all students and closing equity gaps, especially through the Student Navigator program, really impressed the donor” said Sabrina Gentlewarrior vice president of student success and diversity.

The Student Navigator Program, designed to help identify students who might likely benefit from additional support and care, is a clear example of how Bridgewater is successfully centralizing racially equitable tenets and practices.

“When we base our student success efforts in racial equity, white students succeed at higher rates than in the past and students of color enjoy an even bigger increase in retention, resulting in a closing of equity gaps,” Gentlewarrior said.

Retention rates is one area where the Student Navigator Program particularly shines.

In 2020, the program’s inaugural year, a cohort made up of 401 first-time, full-time students at �¼��ϲʿ�� were identified as at-risk for dropping out without additional services. They subsequently received Navigator and other campus-wide support.

Of those students, 72 percent stayed on for a second year.

The anonymous donor was impressed with the work of Institutional Research (IR) in providing equity-oriented data that drives student success efforts at �¼��ϲʿ��.

"The predictive analysis model developed by IR, which identifies students that will benefit from additional support in order to succeed at �¼��ϲʿ��, has been instrumental in the Student Navigator Program," said Senior Associate Provost and Chief Data Officer Michael Young. "Knowledge of incoming predictive analysis score provides a gauge to measure the impact of interventions provided by the Navigators on the subsequent success of those students receiving services."

“We were able to show the effectiveness of our services and approach with student navigators. They were excited about our story, our commitment and data-informed approach that shows clear outcomes and support of all students,” added Cecilia DeOliveira, executive director of student success and equity intervention.

The Student Navigator Program is more than just direct student support, Gentlewarrior said, it also offers the opportunity for administrators to listen to students and understand their needs.

“When students share about potential institutional obstacles to their success, that information is immediately discussed with institutional partners so that together the campus can consider additional ways �¼��ϲʿ�� can become both more student ready and equitable in our practices,” she said.

This was also shared with the donor.

“That was a turning point in our meeting, as we were able to prove not only the effectiveness of our services but also our approach in terms of student success work at �¼��ϲʿ��,” DeOliveira said.

In addition to funding new three student navigator positions the donor offered funds to pay for a student success support software system, as well as for Retention Scholarships to aid students with non-payment holds preventing registration.

Ellen Cuttle Oliver, chief development officer and executive director of the �¼��ϲʿ�� Foundation said, it’s impressive that the donor is so invested.

“Like many, the donor is interested in innovation that is sustainable and they understood that by partnering with �¼��ϲʿ��, they can help to change the world, one individual at a time” she said. “Outcomes matter, and because our data, and the collaborative, interdivisional work of faculty, librarians and staff across campus was so strong and consistent, we were able to share how scaling this program assists all of our students – without exception.”

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu

Outcomes matter, and because our data, and the collaborative, interdivisional work of faculty, librarians and staff across campus was so strong and consistent, we were able to share how scaling this program assists all of our students – without exception.

Ellen Cuttle Oliver, chief development officer and executive director of the �¼��ϲʿ�� Foundation

Tags

Racial Justice

�¼��ϲʿ�� Welcomes Police Liaison

HHARRIS@bridgew.edu — Tue, 08 Mar 2022 15:47:42 +0000

�¼��ϲʿ�� Welcomes Police Liaison HHARRIS@bridgew.edu Tue, 03/08/2022 - 10:47

Role created to bridge gap between community and police

March 10, 2022

Heather Harris Michonski

Aboubacar Diakite arrived at �¼��ϲʿ�� in January with an important mission: to help bridge the gap that can sometimes exist between police and members of the community they serve.

Diakite was appointed �¼��ϲʿ��PD’s community liaison, a new position created as part of the department’s racial justice policing model.

“Bridgewater taking steps to create positions like this shows how determined they are to really talk about issues like racial justice, systematic fair treatment of all people, and equality opportunities,” he said.

Chief David Tillinghast said Diakite’s role will help the department further develop and maintain trust and understanding, especially with students of color.

“We need to bridge the divide we know exists between law enforcement and communities of color…and we need specialized approaches to serving diverse students and groups,” the chief said.

Throughout his career, Diakite has worked in a variety of roles with the similar goal of helping others and strengthening communities.

After graduating from Suffolk University with a degree in sociology and concentration in criminal justice, he worked as a social worker for the state Department of Children and Families.

From there, Diakite moved to Boston municipal court, where he worked directly with litigants of domestic violence. This often required collaboration with local and state police.

Still wanting to do more, Diakite moved on to serve as an investigator for the Suffolk County Sheriff’s Department.

“A lot of times when police respond to crimes, they don’t get a full picture of what transpired…People put up a wall,” he said. “As an investigator, I called victims and allowed them to tell their side of the story to get a better picture of what happened during incidents.”

In all his roles, Diakite found success by listening, collaborating, and effectively communicating. He looks to apply these skills as the �¼��ϲʿ��PD community liaison.

“My goal is to work with the �¼��ϲʿ��PD, outside organizations, students, faculty, and staff to help establish trust,” he said. “In order for us to bridge gaps between the �¼��ϲʿ��PD and students, there has to be some level of trust there.”

Chief Tillinghast, upon interviewing Diakite, felt it was obvious he was the right person for the job.

“He thoroughly understands what we are trying to accomplish,” he said. “We believe he will be able to relate to and work excellently with students as well as law enforcement.”

Diakite plans to create a space for open dialogue.

“The narrative is that people of color have no trust in law enforcement,” he said. “In order for us to break down these barriers, we have to have conversations.”

He is already reaching out and meeting with departments across campus to learn what resources are available and how they can work together to create an agenda for his new position.

In doing the work, he hopes the voices that are the strongest come from the students themselves.

“I look forward to having uncomfortable conversations,” Diakite said. “I’m ready for it. I welcome all to bring it to the table, to get input on what we can do better. I’m willing to listen to what students have to say… Everyone’s opinion is welcome.”

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu

I look forward to having uncomfortable conversations. I’m ready for it. I welcome all to bring it to the table, to get input on what we can do better. I’m willing to listen to what students have to say…Everyone’s opinion is welcome

Aboubacar Diakite, �¼��ϲʿ��PD community liaison

Tags

Racial Justice

�¼��ϲʿ��PD

Photo by Luis Pires, '23

‘Star’ Fellows

BBENSON@bridgew.edu — Tue, 01 Feb 2022 14:04:40 +0000

‘Star’ Fellows BBENSON@bridgew.edu Tue, 02/01/2022 - 09:04

Professors earn fellowships designed for faculty of color

February 3, 2022

Brian Benson

Two faculty members have a unique opportunity to advance their research and careers thanks to �¼��ϲʿ��’s commitment to supporting professors of color.

As inaugural participants in the North Star Collective’s faculty fellowship, Drs. José Lara and Luzi Shi are joining a community of scholars across New England committed to mentorship and professional development.

“It’s an honor to be selected to participate,” said Lara, an assistant professor of Spanish.

The fellowship was created by BIPOC (Black, Indigenous and people of color) faculty for BIPOC faculty. Lara said, “I think that’s extremely important.”

�¼��ϲʿ�� is one of 13 founding members of the North Star Collective, which is run through the New England Board of Higher Education. The name “North Star” recognizes that slaves used the North Star in the sky to guide them to freedom. It also honors The North Star, an antislavery newspaper published by Frederick Douglass.

“�¼��ϲʿ�� is part of a group that is acknowledging how a lot of institutions of higher education have benefited directly or indirectly from slavery and the work of immigrants and Indigenous populations,” Lara said. The fellowship “is a type of reparative policy, so I think it’s wonderful.”

Shi, an assistant professor of criminal justice, praised the fellowship for its focus on the needs of BIPOC faculty.

“It means a lot to be supported by other BIPOC faculty members,” she said.

Lara looks forward to taking part in a writers’ group that will help advance his research on race in the 18th, 19th and 20th centuries, especially in his native Honduras and other Central American countries. He is studying an 1842 British travel log by Thomas Young to analyze racial constructions and judgments Young made about the people he encountered on a journey to Central America.

Shi, who is Chinese, is exploring whether cross-cultural friendships decrease Americans’ perceptions of crime among immigrants. Similarly, she is studying whether international students’ friendships with Americans changes their perception of crime in the United States. The results, Shi said, could shed light on ways to reduce biases.

She also looks forward to connecting with her peers across New England. The fellowship is one more example of the social justice focus that drew her to �¼��ϲʿ��.

“They are really showing support by being a founding member,” Shi said of Bridgewater State. “It’s good to know we are supported by the institution.”

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

�¼��ϲʿ�� is part of a group that is acknowledging how a lot of institutions of higher education have benefited directly or indirectly from slavery and the work of immigrants and Indigenous populations. (The fellowship) is a type of reparative policy, so I think it’s wonderful.

Dr. José Lara

Tags

Faculty Focus

Racial Justice

Carrying on Dr. King's Legacy

BBENSON@bridgew.edu — Fri, 14 Jan 2022 18:20:03 +0000

Carrying on Dr. King's Legacy BBENSON@bridgew.edu Fri, 01/14/2022 - 13:20

Student-led story times among events honoring MLK

January 17, 2022

Brian Benson

Dr. Martin Luther King Jr. was unafraid to fight for civil rights even in the face of fierce opposition. As the fight for racial justice continues today, �¼��ϲʿ�� students are inspiring the next generation to stand up for their beliefs and to carry on King’s legacy.

As part of the Martin Richard Institute for Social Justice’s MLK event series, students will lead virtual story times for preschool and school-aged youngsters. They will read and discuss books about using one’s voice to create change.

“These children are the future,” said Tessa Pequita, ’23, an elementary education and psychology major from New Bedford who aims to study reading in graduate school. “We have to put this seed in them young so they can inspire others and make this world a better place by standing up for what they believe is right.”

Tessa and Chantel Almanzar, ’23, organize a recurring bedtime book club through a collaboration between �¼��ϲʿ�� and the educational nonprofit Raising Multicultural Kids. They recruited peers who became role models for the youngsters as they read stories with messages of diversity and inclusion.

“I love how it’s about multicultural kids and how we’re choosing books that represent them,” said Chantel, a health science major from Lawrence who aspires to become a doctor.

The program, which attracts children from as far away as Canada, also teaches �¼��ϲʿ�� students how to engage children even through a computer screen; a skill that Chantel and Tessa may find useful in their careers.

“A lot of our students want to be educators,” said Nicole Mitchell, ’11, G’21, senior site manager for Jumpstart, a service organization within the institute. “For those who don’t want to be a teacher, it’s still a great opportunity to serve the community.”

The MLK-themed virtual story times are one aspect of the Martin Richard Institute's 2022 programming honoring King. The series also includes virtual discussions, film screenings and guest speakers. Also, the �¼��ϲʿ�� community will gather on March 26 to make aprons for classrooms, welcome home signs for families transitioning out of homelessness, and school supply bags for kids in need.

“We really wanted to make sure it was an accessible program for everyone in the community and adaptable so we’re still capturing the essence of Dr. King’s work,” said Laura Mulvey, G’18, assistant director at the institute.

For more information and to register for events, visit the Martin Richard Institute for Social Justice’s website.

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

These children are the future. We have to put this seed in them young so they can inspire others and make this world a better place by standing up for what they believe is right.

Tessa Pequita, ’23

Tags

Community Service

Racial Justice

Alumna Named to New Athletics Role

JFINKELSTEIN@bridgew.edu — Mon, 15 Nov 2021 19:41:37 +0000

Alumna Named to New Athletics Role JFINKELSTEIN@b… Mon, 11/15/2021 - 14:41

September 3, 2021

John Winters, G’11

Story Series

Bridgewater Magazine

Chanelle Melton, ’18, G’20, has been hired as the Bears’ Manager of Diversity, Inclusion and Compliance.

This new position is funded through the NCAA’s Strategic Alliance and Matching Grant program, which is aimed at creating new full-time athletic administrative positions for women and ethnic minority candidates.

Ms. Melton, who hails from Brockton, will implement programming, services, and activity options for both student-athletes and staff to create and ensure a welcoming and inclusive environment. She will also manage and implement intercollegiate compliance and certification efforts for all student-athletes mandated by the NCAA, the university and the athletic conferences.

“We are so excited to have Chanelle in this new role for our department and the university,” said Dr. Marybeth Lamb, director of athletics and recreation. “Her expertise, both in developing programming and educational initiatives for our student-athletes and staff surrounding diversity and inclusion issues, is needed and welcomed.”

"Her expertise, both in developing programming and educational initiatives for our student-athletes and staff surrounding diversity and inclusion issues, is needed and welcomed."

Dr. Marybeth Lamb

Director of Athletics and Recreation

Tags

Racial Justice

Helpful Handbook

BBENSON@bridgew.edu — Wed, 06 Oct 2021 19:13:11 +0000

Helpful Handbook BBENSON@bridgew.edu Wed, 10/06/2021 - 15:13

University finds ways to promote racial equity and diversity

October 7, 2021

Brian Benson

Amid a continued commitment to racial equity and the success of every student, �¼��ϲʿ�� led the way in developing a new handbook to help schools achieve those goals.

“This handbook is really written as a conversation starter with campuses across the nation to share what we’re learning,” said Dr. Sabrina Gentlewarrior, vice president for student success and diversity.

Gentlewarrior, and Dr. Luis Paredes, director of institutional diversity, edited the publication. It builds on the work of the Leading for Change Racial Equity and Justice Institute, a collaboration of 31 higher education institutions convened by �¼��ϲʿ��.

The free handbook features 25 chapters of emerging practices that colleges and universities can adapt to help Black, Latinx, Asian, Indigenous, and other students of color succeed. It comes as the COVID-19 pandemic and the 2020 murders of Breonna Taylor, Ahmaud Abery, Rayshard Brooks and George Floyd laid bare systemic racism across the country.

“It is clear that the work for racial equity and justice in academia is necessary,” Gentlewarrior and Paredes wrote. “The question remains as to whether higher education will meet this moment by examining and transforming our policies, practices and pedagogies to ensure that racially minoritized students can at long last be supported in the fullness of their humanity at our institutions.”

The book shows how public and private institutions are rising to that challenge. It highlights several �¼��ϲʿ�� initiatives, including the Honors Program’s campaign to enroll more students of color, the role of data in equity work, a summer program for new students with lower high school GPAs, and a racially just policing model.

“We also wanted to make some of the theoretical concepts practical so people would have a vision as to how to incorporate some of these practices,” Paredes said.

Gentlewarrior said the handbook shines a light on practices that benefit all students.

“By centralizing racial equity, we support the success of racially minoritized students and their white peers,” she said.

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

This handbook is really written as a conversation starter with campuses across the nation to share what we’re learning.

Dr. Sabrina Gentlewarrior, vice president for student success and diversity

Tags

Racial Justice

Unique Collaboration

BBENSON@bridgew.edu — Fri, 17 Sep 2021 13:40:10 +0000

Unique Collaboration BBENSON@bridgew.edu Fri, 09/17/2021 - 09:40

Campus police and ACLU team up

September 21, 2021

Brian Benson

The �¼��ϲʿ�� Police are leading the way in adopting what’s being described as a groundbreaking racially just policing model.

The initiative is a product of the department’s partnership with the Massachusetts chapter of the American Civil Liberties Union.

“It was an amazing collaboration,” �¼��ϲʿ�� Police Chief David Tillinghast said. “This was an attempt to be more proactive.”

The initiative is geared to public higher education but broadly applicable to law enforcement in general. Recommendations include establishing a police-community advisory group and training officers to self-correct perceived or actual biases. Departments are called upon to increase transparency by reporting on their actions (including demographic data) and facilitating community reviews of policies.

The model also recommends establishing a mental health and support services team to handle, whenever appropriate, mental and behavioral health or substance-use issues. If someone reports suspicious activity, officers and dispatchers will be expected to first gather more information in order to dispatch the appropriate kind of assistance.

The model was developed on the heels of incidents across the country where people were falsely identified as suspicious largely because of their race. �¼��ϲʿ�� stood out as a willing partner as the ACLU sought to help police eliminate biases and rethink their responses, said Rahsaan Hall, ACLU racial justice program director.

“I hope the mindset and ethos of policing that currently exists throughout the country in departments large and small shifts from punishment-oriented to one that is more supportive of community needs,” Hall said.

Development of the model began before the murder of George Floyd, which ignited protests around the country about policing. But Floyd’s death caused the group to see the work in a new light, Tillinghast said.

“I said ‘I don’t think it necessarily goes far enough,’” he recalled. “We really had to take a step back from the process we were already engaged in to take into account what happened.”

Some discussions focused on when and to what extent a police response is warranted. Agencies often operate automatically and send enough officers to handle potential escalations.

“What if police were empowered to say, these are situations where we’re going to take a little pause?” Tillinghast said. “We’ll maybe respond in some alternate way.”

While Tillinghast is committed to bringing the full model to �¼��ϲʿ��, he would like many institutions to incorporate at least some recommendations.

The ACLU’s Hall agrees.

“Our hope is if and when institutions adopt these model policies that policing interactions, to the extent there are any, are less hostile and less problematic, particularly for people of color on campuses,” he said.

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

It was an amazing collaboration. This was an attempt to be more proactive.

Police Chief David Tillinghast

Tags

Racial Justice

Photo by Luis Pires, '23

Racial Justice

‘Prepared for the Future’

African American Studies Reaches Milestone

Artful Proposal

Navigating Success

�¼������ϲʿ��� Welcomes Police Liaison

‘Star’ Fellows

Carrying on Dr. King's Legacy

Alumna Named to New Athletics Role

Helpful Handbook

Unique Collaboration

�¼��ϲʿ�� Welcomes Police Liaison