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This workshop takes a closer look at discriminatory, harassing, abusive, and non-consensual behaviors outined in university policies and uses case studies to practice skills for recognizing, responding to, and reporting concerns. Trauma-informed practices for reporting and referring people to support resources are covered. Available to all students, staff, and faculty.

This session uses real-world examples to explore factors that promote or impede bystanders from helping. Participants brainstorm strategies for intervening effectively and reducing harm when they witness situations where help may be needed. Our Bystander Strategies handout is a resource used in the session.

We offer sessions to:

• Undergraduate students – All incoming students in their first semester are required to complete education online. Booster sessions are facilitated in person for classes, student groups, and student organizations.
• Graduate students – Offered at GTP fall/spring intensive, throughout the academic year through the Center for Teaching and Learning (CTL), and upon request.ÌýFocuses on skills for inside the classroom, among peers, and interactions with faculty.
• Faculty and staff – Offered throughout the academic year through the Office of Faculty Affairs and upon request by departments. Focuses on skills for addressing concerns in the workplace, among colleagues, and in the classroom.

This session focuses on how to integrate effective classroom practices and norms that foster a respectful and productive environment and minimize problematic behavior. Participants discuss real-life scenarios and practice responding effectively to situations in the classroom. Our Establishing Course Expectations and Managing Classroom Dynamics Guide is a resource for this session. This is primarily for faculty and graduate instructors, but can be adapted for supervisors and other campus leaders.

Attitudes and schemas are developed about people and groups of people that affect our understanding and actions often without our awareness or intentional control. This workshop examines common mental shortcuts and key areas where they affect our work, interactions, and decision-making processes. Participants explore personal and group practices that can help reduce mental shortcuts and improve productivity, engagement, and success. Our Practices that Minimize Cognitive Bias handout is a resources for this session. Available to all students, staff, and faculty.

This skills-based session focuses on addressing challenging interactions and conversations with others. It includes practicing effective approaches for when conflicts and concerns arise at work or in an academic setting, and to set the stage for more positive and productive interactions. Available to all students, staff, and faculty.

This is a series of sessions conducted with groups, units, departments to define interpersonal norms and agreements that uphold their values and goals. Establishing ethical communication practices and strenghtening skills for decision-making and resolving conflicts are key components. Three sessions of at least one hour each is the minimum length and unit leadership must help guide the process. Available to departments and academic units.

In this interactive, reflection-based session, participants explore what ideas and messages influence our sexual decisions and communication. We discuss behaviors in a romantic/sexual relationship, consent, communication, pleasure, and sexual assault. Information and resources specific to the CU community are provided. Designed primarily for undergraduate students and can be adapted for other audiences.