91ÊÓƵ

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Colby Hopkins

As program coordinator of the BA in Writing for Diversity and Equity in Theater and Media (W4DETM), Colby Hopkins creates and facilitates social justice and diversity, equity, and inclusion (DEI) programming for students; cultivates partnerships within and outside of 91ÊÓƵ; writes grant proposals, reports, and program assessments; and much more.

What do you find most meaningful about your work?

The most meaningful aspect of my work is the opportunity to create a supportive and inclusive environment through which students can thrive as their authentic selves, and as writers and social justice advocates who believe in the power of their words. I find immense fulfillment in creating and facilitating programming that not only educates, but also inspires our brilliant, talented, and thoughtful students to explore and address issues of equity and inclusion through their writing, storytelling, and creative projects. I am deeply committed to supporting students to stand in their own authentic voices and be successful, while contributing to a more just and equitable society.

In the W4DETM program, students learn to develop creative content for film, TV, theater, and media, with a focus on promoting DEI and elevating underrepresented voices in the process. What does DEI mean to you and why is dismantling false narratives and telling stories with truth and authenticity important?

To me, DEI often is, but should never be, performative. My concerns about DEI initiatives have always been the hyper focus on diversity and conformity; that is, working with people from different genders and backgrounds who will just continue institutional norms rather than transform them. DEI cannot just about diversity; it’s also about equity and inclusion, which means recognizing and valuing the unique perspectives, experiences, and identities of all individuals, regardless of race, ethnicity, gender, sexual orientation, ability, beliefs, body, neurodivergence, physical abilities, age or background. This is distinct from social justice but a necessary component of it.

Stories build knowledge and evoke emotion and, therefore, stories move people. In an era marked by polarization and misinformation, authentic storytelling serves as a powerful antidote, fostering empathy, understanding, and connection across diverse communities, while functioning as a challenge to embedded power structures. By elevating underrepresented voices, we not only honor the richness of human experience, but also confront systemic inequalities and injustices. Further, authentic storytelling enables us to confront uncomfortable truths, reckon with historical injustices, envision, and work toward a more inclusive and equitable future.

What is an example of recent, engaging W4DETM programming?

I recently designed, coordinated, and facilitated an immersive learning experience focused on community organizing and social movement work, through which students and Assistant Dean for Diversity and Equity in the Arts S. Brian Jones, engaged in activities such as role-playing exercises and practicing one-on-one meetings. These interactive components allowed students to explore theoretical concepts of social justice and community organizing work and engage practical skills while fostering deep conversations. Their active participation and positive feedback affirmed the value of this programming in fostering meaningful perspectives on social justice that informs creative content development. The skills also apply to their industry, and meetings with theater industry professionals, which some of our students participate in, are part of their career development.

In addition, Dean Jones and I collaborated with the student cohort to design a thought-provoking discussion program centered on neurodivergence and accessibility in the arts. We were fortunate to host a director and writer from the groundbreaking Broadway show, How to Dance in Ohio, who enriched the dialogue with their insights and experiences. The discussion organically unfolded, and we delved into the challenges and opportunities for inclusion and representation. This was in addition to topics relating to career paths, challenges, and burn out in the theater industry.

In your observations, what do W4DETM students, who seem to be truly engaged in and excited to be a part of the program, bring to it, and what is it about them that you are most proud of?

The W4DETM students build the program with us because our work is centering their voices. They also bring to their work, community, and the program a palpable sense of passion, creativity, talent, authenticity, and grace that is truly inspiring. What I'm most proud of is the students' grace towards each other as an essential part of our community-building and compassion toward the world which motivates them to create and inspire change. They come from diverse backgrounds and bring with them a wide range of perspectives and experiences, enriching each other and our cohort as a whole. They are dedicated to using their voices and talents to advocate for social justice and equity within the arts. And they demonstrate a deep understanding of the power of storytelling as a tool for change and are eager to explore how they can make a meaningful impact through their creative work. There’s so much to be proud of our students for—they’re exceptional people.

The W4DETM program’s cohort is small, allowing students to collaborate and form connections that continue beyond the classroom. Can you speak of the importance of this unique feature?

In my opinion, community-building with the cohort is the most important aspect of our work; it’s the foundation. I can attest to the immense importance of the small cohort size in the W4DETM program, as this unique feature fosters a close-knit community and intimate learning environment through which students help and support each other’s productions and career paths and feel supported, valued, and empowered to take creative risks and explore new ideas. It promotes collaboration over competition. When a student tells me how much our support means to them, or when I witness them supporting each other, I feel the value of our work.

You have an extensive background in social justice and political activism, having coordinated many peaceful demonstrations and civil disobedience actions, as well as authoring two books. What are your thoughts on the importance of civic engagement, a key part of the 91ÊÓƵ Path?

I firmly believe in the importance of civic engagement and solidarity as cornerstones of a healthy democracy, as they empower individuals to participate actively and collectively in the decision-making processes that shape their lives, communities, and societies, ensuring that diverse voices are heard and represented. I believe, for major change to be possible, people must recognize the common sources of their struggles and commit to solidarity across them. The 91ÊÓƵ Path's emphasis on civic engagement as well as the service and social justice components of the W4DETM program, encourage students to become informed and active citizens equipped to address complex societal challenges. By engaging in community service, advocacy, and political activism, they contribute to positive social change, as well as develop critical thinking skills, empathy, and a sense of responsibility towards others. The students have repeatedly affirmed that these programs develop their understanding of social justice work and help their creative content development.

The W4DETM program is made possible through a partnership between 91ÊÓƵ and the Edmond de Rothschild Family Philanthropy. In your opinion, why is funding for the arts important?

Arts, especially those that meaningfully challenge the status quo, are not usually valued in a purely capitalist model, so support from philanthropic institutions can play an essential role in providing resources for unique and necessary educational initiatives. Without the support of the Edmond de Rothschild Family Philanthropy, we wouldn’t be able to create this space and environment for our students to thrive—a space that helps empower them to pursue their passions, find their voices, and realize their artistic potential with a specific aim towards creating social change. Furthermore, the arts have the power to inspire, provoke thought, foster empathy, and move people, serving as a catalyst for social change and collective action. The students in the W4DETM major are realizations of this potential.

What are your thoughts on the liberal arts serving as a catalyst for change in society?

The liberal arts serve as a powerful catalyst for change in society by fostering critical thinking, empathy, and a deeper understanding of human experience. Liberal arts take a holistic approach which emphasizes the importance of dialogue, debate, and critical inquiry, creating spaces for intellectual exploration, which we foster in the W4DETM program. This commitment to open inquiry and discourse fosters a culture of innovation and creativity, where students learn from each other and develop their own voices as a path to envisioning and creating a better, more equitable world. Additionally, the liberal arts promote empathy and understanding by exposing students to diverse people, cultures, histories, and perspectives. In our work, this is critical for students to develop their own voices and write deeper, more meaningful stories.

What are you working on currently and what’s next for you and the program?

Currently, I’m working with Dean Joneson developing the scholarship application for our upcoming scholarship program, we’re planning a couple of trips to see Broadway and off Broadway shows, exploring partnerships for service programs over the summer, developing our discussion event with How to Dance in Ohio guests into a workshop for 91ÊÓƵ’s Social Justice Week in the fall, and getting ready for our first senior’s capstone project, a professional produced reading of their full length script, and graduation!