News » Archives » 2020

Message to Africana Family

Students, Africana Studies Faculty colleagues, Affiliated Faculty, Alumni, Parents, Staff, and friends. 

The COVID – 19 virus has reshaped all our worlds in lightning fast speed.  We are working from home, preparing to teach our students online, meeting on zoom, learning how to approach our teaching synchronously (meeting regularly as a class) and asynchronously (meeting at different times and dates), and trying to stay a safe distance from each other.  Students have had to move off campus, request their books and computers be sent home, and now that classes will NOT resume before the end of the semester, figure out how to accept that they will be Notre Dame graduates, some of you, without even having the chance to interact with friends and classmates in all the ordinary ways they used to take for granted.  Our staff, Miss Gayle that’s you!, are in and out, but largely working from home, trying to figure out how to do all sorts of things without routine access to equipment and materials, and how for the moment at least, do it by cell phone. It would be exciting, except that it’s very scary, unpredictable and we have no idea when it will end.

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Pulte Institute for Global Development to host 2020 Mandela Washington Fellowship for Young African Leaders

The Pulte Institute for Global Development, part of the Keough School for Global Affairs at the University of Notre Dame, is proud to announce its selection as an Institute Partner for the 2020 Mandela Washington Fellowship for Young African Leaders. Beginning in mid-June, the Pulte Institute will host 25 of Africa’s bright, emerging Business leaders for a six-week Leadership Institute, sponsored by the U.S. Department of State.

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Join Us February 17 for a Diversity & Inclusion Speaker Series Event with Dr. Milo Dodson

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Join us to hear Dr. Milo Dodson, PhD, Senior Staff Psychologist at the UC Irvine Counseling Center, discuss the warning signs from students who may be experiencing mental health challenges, how we might consider approaching conversations with them, and how classroom discussions can be inclusive and not re-activating/re-triggering for students’ mental health/social justice concerns.

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