How did you become interested in higher education? 

I always loved learning and teaching from childhood through college and into my 23 years in High Tech, and when I had the opportunity to move into higher education, I took it. I like creating opportunities to learn new and expanded ways of thinking, and how that thinking might contribute to problem-solving or making the world a better place.

What brought you to Menlo?

I had just left High Tech and had started my own consulting business when I learned of an opportunity at Menlo to teach courses that related to the work I had been doing for the past 15 years with leadership development and growing global leaders with cross-cultural competence. I was elated to know that Menlo was offering classes in some of the things that I had been working with global leaders on.

Can you give an overview of the main course matter you teach at Menlo?

I currently teach Diversity in the Workplace, Cultural Expressions in Media and Race and Racism. I would say they all touch on similar themes, but with different areas of focus.  

Diversity in the Workplace looks at the relationship between what’s going on in the world, the impact that has on the workplace and how all the dimensions of diversity can realize full contribution and success toward personal, department and workplace goals in the midst of ongoing systemic challenges. Diversity, inclusion, equality, equity, and belonging are highlighted, as well as challenging students to explore their own individual understandings and developing insight and strategies that might strengthen their own abilities to be culturally sensitive and competent. We look at the barriers as well as the opportunities. We also look at the business case for diversity and its relevance in different settings: profit-making, non-profit, education and others.

Cultural Expressions in Media also looks at all the dimensions of diversity – highlighting culture – in relation to all forms of media – from old media to new media. We examine the social consequences and political implications of mass mediated portrayals of culture, gender, and race. We look at how culture impacts or influences media and how media impacts and influences culture. Our goal is to develop tools and critical perspectives to properly interpret the various media forms that currently interact with every aspect of our lives.

In Race and Racism, we look at primarily US historical systemic foundational practices that have created and fueled the current ‘isms’ of the day – highlighting and focusing on racism.  The course examines the complexities of race with the starting point being that racial categories are socially constructed and emerge from social, economic, and political realities, rather than biological differences. Because other social constructs and dimensions of diversity are closely related to race & ethnicity, we also discuss culture, gender issues, LGBTQI concerns, power dynamics and more.

How are you involved with Stanford’s Compassion Cultivation Training Workshops? Do any of these teachings circle back to teachings inside of your Menlo classroom?

I am currently a Sr. Instructor of Compassion Cultivation Training workshops and have been designated a Compassion Ambassador after going through a 9-month program at Stanford.  I teach classes, workshops and train others who are seeking certification to teach Stanford’s protocol – locally and globally. I was certified by Stanford’s Center for Compassion & Altruism, Research & Education and work with The Compassion Institute, Compassion Corps, The Center for Mindful Self-Compassion, The Center for Compassion in Leadership, and the Compassion Education Alliance.  I’ve offered workshops at Stanford, Harvard and have upcoming workshops at Yale.

Interestingly, I was led to learn more about Stanford’s Center for Compassion because one of the foundational components of my teaching at Menlo about diversity, race, and equity issues was the ability to have regard, respect, and compassion for others.  In my pedagogies, underlying each lecture, lesson or class was developing the ability to honor others who may be different from oneself and the ability to have compassion for others.  

It all circles back to my teachings inside of Menlo classrooms, and I would say it’s the foundation of my teaching. I am hoping to be able to offer some classes on compassion at Menlo in the future.

What are your biggest passions outside of work? 

My family and my doggie Righteous are primary.  But also, basketball, baseball and football – I’m a Warriors, 49ers and SF Giants fan. I love films – especially documentaries, plants, gardening; love music, art, and crocheting; love movies and time spent with friends. 

I love the outdoors, train trips, and visiting art galleries and musical presentations and plays. I love learning – so I’m always taking a workshop or class. I also love writing and listening to poetry and spoken word and am currently working on the second edition of my first book – Bread Crumbs From The Soul:  Finding Your Way Back Home, which features my art, poetry and stories from my life. 

I also love working with kids – I taught Mindfulness at Ronald McDonald House, for students with special needs at Mountain View High School and for the Girls to Women nonprofit in East Palo Alto.  I also love working in the community and in particular serving under-resourced communities of color.

How does it feel to have your art for The Black Woman is God featured at SOMArts and other galleries? 

It’s really been a wonderful experience. The first exhibit a few years ago featured over 100 intergenerational Black women. During the pandemic, we went to an online gallery, and I also participated in another online gallery – ARTSTEPS with two other artists in LaLuSa Gallery.  The San Francisco State Student Art Gallery is showcasing The Black Woman is God: The Blueprint art exhibit March 10 – April 6, 2022, and I’m happy to be included in that exhibit, as well.

What is the main takeaway you wish viewers to receive from your art? 

That I as the artist was expressing something interpretive from my culture in the simplicity of pen and ink brought to canvas and that they can feel and interpret what it means for them. I’d like my art to draw in the eye, heart, and mind in conscious and subconscious ways with messages revealed at the soul level. 

I call my art “Ancestral Images” and it represents my spiritual connection to my ancestors.  They come through as mask-like, and mandala inspired Spirit Beings. I feel it’s important to have art that speaks to the inner core as well as to the outer eye; art that provokes, or tells a story, or opens a heart, or taps loudly or softly on the brain – art that reminds you of who you are, and what you are and why you are. Art that inspires you to be all that you are and art that causes you to remember.

As someone who is dedicated to healing in many forms, what tips do you have for students still working and attempting to receive their degrees during the pandemic?

  • Pace yourself.
  • Give yourself a break when you need to.
  • Have times when you’re on – studying, in class, in activities, etc. and times when you’re off  – relaxing, napping, spending time in nature etc.
  • Consciously and mindfully take breaks throughout the day and evening
  • Be aware of how much time you’re spending on social media – take media breaks
  • Check in with yourself to see how you’re doing; there’s a phrase in healing – ‘name it to tame it.’ 
  • Pay attention to how you’re doing and how you’re feeling.
  • Pause and check in and then name what’s going on – like – “I’m tired, I’m sad, I’m hurt, I’m angry or I’m stressed or feeling overwhelmed; whatever it is.
  • Offer yourself compassion.  Compassion is recognizing that someone is suffering and feeling a desire to mitigate their suffering. 
  • Notice when you are the one who is suffering (even if you think it is in a small way) and offer yourself comfort.
  • Think of being on a flight where you are asked to put on your oxygen mask first before trying to help others.  You should do the same. 
  • Another metaphor is filling your water jug before trying to pour into the life of others, or in your schoolwork, or in your athletics program – whatever it is. 
  • You must consciously spend the time to strengthen yourself before you expend all your energy on things or people external to yourself.
  • If you are feeling depressed – or can’t even describe how you are feeling, talk to a friend, a family member, a professor, a member of the staff or a therapist.
  • Understand that you’re not alone – we have all been impacted by the pandemic, social justice issues and systemic concerns; some to a greater or lesser degree.
  • Have empathy and compassion for others as well as yourself.
  • Remember things you are grateful for; remember the things you value.
  • Find things that cause you to feel awe – giant redwoods, beautiful beaches and the ocean, beautiful sunrise or sunset, the simple things in life that are awe inspiring or beautiful – spend time there in person or with your imagination.
  • Don’t stay isolated.  Reach out. There are people (here on campus) who want to support you and help.
  • Keep in contact with your professor and let them know if you are having some challenges.
  • Having the agency and resilience to cope with all that is going on is a day-to-day practice and cultivation of the skills to do so. 
  • Do things that are good for your well being every day.

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