Campus & Community Engagement

Welcome SUCOL Student Leaders to Transformative Dialogue!

Syracuse University College of Law student leaders are invited to Transformative Dialogue, a 5-week co-curricular dialogue developed in partnership with the Intergroup Dialogue Program. This intergroup dialogue brings together a committed group of second and third year Law students, every Friday in October, for two hours, to share and explore: lived experiences of social identities, socialization, intersectionality, power and privilege, systemic racism, critical issues in our current educational and national landscape/climate, and collective actions.

This Transformative Dialogue will be co-facilitated by Professor Suzette Melendez, faculty director of inclusion initiatives at the Syracuse University College of Law, and Intergroup Dialogue Program facilitator and teaching assistant Easton Davis, a doctoral student in the department of Cultural Foundations of Education at the School of Education. We are excited to partner together on this important initiative, with these dynamic students, at this urgent time for recognizing and naming systemic inequities while building strong and constructive community for change.


Feel free to reach out to us: Easton Davis ( and Gretchen Lopez (


New Co-Curricular Dialogue offered Fall 2020 in partnership with the Native Student Program


Dialogue with the Land, Dialogue with Each Other

BIPOC students and BIPOC community members, we invite you to join the newly offered dialogue – Dialogue with the Land, Dialogue with Each Other, starting September 1 and co-facilitated by Ionah Scully. This dialogue will explore the impact of colonialism, race, gender, and the great outdoors with the goal of thinking through how our relationships with land can help us think through our relationships with each other, and providing healing and reprieve from being in community under colonialism. We will ask questions about how land and constructions of land help us think about how we think of how other bodies are constructed, especially Indigenous and Black bodies with dis/abilities; who are also queer, non-binary, and trans; who are also cash poor/working-class and/or incarcerated; who are undocumented; and those who identify as women among others.

Dialogue participants will be given activities to engage with on the land in between dialogue sessions, and the group will start out with a complimentary backpack to support exploring the outdoors in varied ways!

Please reach out to Ionah Scully (Cree-Métis, Michel First Nation), PhD Student, via email to register:

Kinanâskomitin (thank you)!



When: Tuesdays (biweekly/every other week) 1-3 pm Sept. 1 – Nov. 17

Where: Zoom + additional activity to take place outdoors, but will occur solo in between dialogue sessions (accommodations for outdoor activities offered).

Image Description:

Flyer with black lettering depicting the dialogue details as noted above. Black banners in the middle and bottom of the flyer. Also pictured is the IGD logo, a blue swirl, and the Native Student Program logo, picturing the Tree of Peace with an eagle on top and the SU “S” in an orange block text in the middle. The tree is centered in the medicine wheel colors (white, yellow, red, black) circling the image.


Campus Partnerships

The Intergroup Dialogue Program is associated with the interdisciplinary academic department of Department of Cultural Foundations of Education, located in the School of Education. The project has received funding and support through the Chancellor’s Initiative Fund, the Office of Academic Affairs and the Division of Student Affairs. Our program is strengthened through cross-university partnerships including:

High School Initiatives

Spotlighting Justice

Spotlighting Justice Nottingham HS ClubSpotlighting Justice is a participatory youth collaborative between the Intergroup Dialogue Program and Jenniffer Benedetto’s 10th grade English students at Nottingham High School. Spotlighting Justice grows out of student evaluations of the High School Diversity Institute, in which participants indicated a desire for continued engagement and for more opportunities for action. Begun in September 2011, Spotlighting Justice provides the space for tenth grade students to learn about and use race, gender, and class as lenses for contributing their voices to the discussions of school reform at their high school.

As part of their work with Spotlighting Justice, students are learning dialogic skills while developing an understanding of social issues in their community. During the 2011-12 school year, students created digital stories to animate social justice concerns in the community, such as inadequate school resourcing. Spotlighting Justice students also planned a workshop series open to all high school students at Nottingham H.S., including “Spotlighting Justice Presents: An Evening of Black History Then and Now,” featuring student dance, hip-hop, drumming and poetry performances, and “Spotlighting Justice Presents: Change Your Tone,” a workshop to both teach and practice effective communication through dialogue.

Raising Our Voices

“Raising Our Voices,” the Intergroup Dialogue Program’s High School Diversity Institute, is a collaborative partnership between faculty and teaching staff from Syracuse University’s Intergroup Dialogue Program and two Central New York high school English teachers that began in Spring 2006.  The teachers, from a local urban school district and suburban district, co-developed elective courses focused on the rhetoric of race and cultural voices at their respective high schools.  These courses developed out of student interest that continues to grow each semester, and they have received state-level recognition for their development and significance. Once a year, students who take these courses come together at Syracuse University for the High School Institute.

Hosting the institute on our campus represents an important opportunity for the Intergroup Dialogue Program to implement the vision of engaged scholarship.  We view this as an opportunity to partner with area teachers to further educate students, and promote and support social justice pedagogy and practices on our campus and in our local communities.

In an evaluation study, the high school student participants expressed engagement with the institute content, the speakers, and with their fellow students. Offering feedback about their experience at the institute, students offered words including “meaningful,” “exciting,” “wonderful,” “beneficial,” and “enjoyable.”  They also indicated an eagerness to attend the institute again. Students, teachers, the IGD team, and our campus partners all noted that the institute is a significant opportunity for local high school students and teachers to work together to take up issues of identity, race, and voice.  Working together, the local high school students and teachers, along with the IGD team and campus community members, spent the institute day collectively “Raising our Voices” for school equity and social justice.

For more information on students’ evaluations of the High School Diversity Institute, see Lopez, G. E., & Nastasi, A. W. (2012). Writing the divide: High school students crossing urban-suburban contextsEquity & Excellence in Education, 45(1), 138-158.