The UW-Madison Learning Communities for Institutional Change and Excellence (LCICE) provide a forum for active participation in dialogue focused on creating working, learning, and teaching environments where everyone is heard, valued and included. Through dialogue, one learns how to engage in transformative changes of behaviors, policies, and procedures that collectively impact the campus climate for ALL community members.
One of the six priorities in UW-Madison’s Campus Strategic Framework, titled For Wisconsin and the World, is to “Enhance diversity in order to ensure excellence in education and research.”
As members of the campus community, all faculty, staff, and students are committed to making our work, research, living and learning-places more inclusive, equitable, and just. This encompasses preparing for a diverse, interconnected, global community; creating inclusive and respectful learning, living, and working environments; and aligning the efforts of social justice, equity, and inclusion across the campus.
To achieve this mission, the UW Learning Communities for Institutional Change and Excellence (LCICE) offers academic year and semester-long Learning Communities (LCs). LCs provide a forum for active participation in dialogue about creating working, learning and teaching environments where everyone is included, valued and heard. Through dialogue we learn how to engage in transformative change of behaviors, policies, and procedures that collectively impact the campus climate for ALL community members.
The LCICE Learning Communities Outcome GOALS are:
- To develop attitudes and understanding for engaging with all human differences
- To acquire tools and skills to help build inclusive working, teaching, and living environments
- To effectively interact and communicate across all human differences
- To learn and practice ways of engaging with conflict
- To build inclusive and equitable relationships across campus and the greater Madison community
“The Learning Communities office has provided a space for me on campus where I am able to learn leadership skills, through self-reflection, content, and process. As a scholar-activist, working on my dissertation, I am focused on the impact of education, I am concerned with the construction of knowledge, and the politics that formulate what content knowledge becomes official and what content knowledge becomes un-official within our school systems. The Learning Communities, in specific, the Leadership Institute (LI) has helped me formulate my thought process around my research.”
“I have learned through LI the impact and root cause of the cycle of socialization, I have understood that in many ways the construction of our social identities regarding race, class, gender, sexual orientation, sex, and ability, support and reproduce the status quo, or in other words the official narrative and knowledge we enact on a day to day basis. I have understood through LI, that the construction of such official knowledge is what encourages “normalcy”, sameness, melting pot policies, and assimilation practices. Difference is seen as outside of the official narrative and therefore alienated. Through LI I have learn to self reflect understand within myself how am I perpetuating these official narratives, and what I can deconstruct within myself so that I may become a better leader, accepting of difference, and equitable toward all realities.”
“Through LI I have learned about the impact of our socialization, and how our socialization can affect the self, affect others, and continue to perpetuate the system. I am grateful to the spaces the Leadership Institute has created on campus, as this space has truly transformed my leadership.”
— Ph.D., Candidate, Curriculum and Instruction