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Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the final of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Delivering Accessible Presentations
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics. 

Access Throughout:There are two main ways of doing access throughout the presentation. The first is a holistic overview at the beginning, usually through an access statement (sometimes also called an invitation or invocation). The second are ongoing access checks. This includes asking the audience about adjustments to sounds, visuals, the space, etc. (e.g., “How’s the microphone volume? Anything we need to adjust about things right now?”).    
Audio: Always use the microphone whenever it’s available, even if you have a loud voice. For participants who may not have a microphone, repeat their question or comment into the microphone before moving on. As discussed in the previous article in this series, you will also want to have a conversational speaking speed, inclusive speech, and aural indicators.
Introductions: At the beginning of the presentation, it is best practice to introduce yourself and give a brief visual description of yourself. For example, I usually say, “Hi, I’m Bethany Meadows, and I use she/they pronouns in tandem to refer to me. Visually, I am a white femme person with glasses and dark hair, and I’m wearing [specific outfit].” That said, there can be many embodied implications and consequences for certain disclosures of identity, and your safety is also important so only share what you feel comfortable doing.
Pathways for Engagement: Consider access before requiring certain forms of engagement from participants. This includes reflection before asking them to stand up, look at visuals/listen, walk around, talk with others, etc. These pathways may be exclusionary from some who don’t have the ability to move or be in a place to communicate with others. In general, it’s recommended to have alternative pathways for engagement that will not exclude participants.

Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

This article, Accessible Presentations Guide: Delivering Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Photo of a Woman Doing a Speech with a Microphone" by Mikhail Nilov is licensed for use by Pexels.

This article is a component of the Resources for Teaching After Crisis playlist.
College Students: Coping After the Recent Shootingfrom the National Child Traumatic Stress Network [factsheet]This resource describes what college students might experience after a shooting. It includes types of reactions, and what they can do for themselves. 
Slowing Down For Ourselves and Our Students by Alex Shevrin Venet and Arlène Elizabeth Casimir, Heinemann Blog [blog post]Article emphasizing the need to slow down and interrupt the stress and trauma cycles that impact our health and affect our teaching; the dangers of teaching in “survival mode,” and the importance of slowing down to name and claim our stress experiences to better meet our needs.
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educatorsby Jessica Lander on the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education [article]Describes the conditions for and risks of secondary traumatic stress (STS) for educators who work with students experiencing trauma. STS affects educators’ health, emotions, and work. Includes tips for how institutions can recognize and address STS risks.
Coping in the Aftermath of a Shootingresources from the American Counseling Association [article]This article has tips and resources specifically for those counseling others in the aftermath of violence. Counselors need to support themselves first, in a variety of ways, in order to be available to support others effectively.
Coping after Mass Violencefrom the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a general audience to explain the possible reactions (feelings, thoughts, and behaviors) after experiencing mass violence and ways to cope.
Tips for Survivors: Coping With Grief After Community ViolenceSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on trauma and grief reactions in the aftermath of community violence, with specific description of grief response in children as well as suggestions for coping. It includes resources for further support (including hotlines).
Tips for Survivors of a Disaster or Other Traumatic Event: Managing StressSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on how to manage stress after experiencing a traumatic event. It includes resources for further support (including hotlines).
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

On March 22, 2024, MSU's Religious Observance Policy Implementation Committee, the College of Arts and Letters, the Office for Institutional Diversity and Inclusion, James Madison College, the College of Social Science, the Residential College of Arts and Humanities, International Studies and Programs, and the Asian Studies Center sponsored the "Webinar for MSU Faculty: Accommodations During Passover and Ramadan"The virtual discussion included insights on how students can/should be accommodated during Ramadan and Passover (including final exams on the first two days of Passover). The group also shared key information about the practices and significance of Passover and Ramadan more broadly. Associate Dean Sonja Fritzsche, Professor Yael Aronoff, Professor Mohammad Khalil, Professor Morgan Shipley, and Professor Laura Yares lead the discussion (the full recording is below). 



Here are some "quick facts" from the presentation:

The [Gregorian Calendar] dates that both Ramadan and Passover fall on, shift from year to year. Their occurrences are instead based on the Lunar Calendar (with Solar adjustments for Judaism).
Ramadan Kareem is a common greeting during Ramadan that means "may you have a generous Ramadan". You may also hear "Ramadan Mubarak" which means "may you have a blessed Ramadan". 
 Eid al-Fitr (festival of breaking the fast) is a special day Muslims, celebrated this year on April 10 (+/- one day).
Different demoninations of Judiasim celebrate Passover in different ways - one person's observance is one person's observance. never assume, let them tell you how they observe. 
The first observences of Passover start at Sundown on Monday April 22. The first two days and last two days (Chag/Yom Tov) have special rules related to doing labor or work... This includes things like checking email and utilizing public transportation, SO if you have important information for student, please be sure to communicate prior to sundown on April 22 or after sundown on April 24 AND prior to sundown on April 28 or after sundown on April 30

Be proactive to let students know you won't be emailing during this period so they don't feel conflicted between their MSU responsibilities and their religious observances.


Student may have to travel farther to access kosher foods during this time.
Large community and family celebrations are inherently times of heightened stress, without the added pressure of academic finals.

Remember, "Observences are always going to be somewhat idiosyncratic due to the customs of individuals, communities, and families." For more information on these holidays and MSU's Religious Observances guidance check out the items below:

MSU Religious Observance Policy
MSU general Religious Observance resources
Religious Observance FAQs
Fostering Inclusive Learning: MSU's Approach to Religious Accommodations
Ramadan at MSU: A Brief Guide for 2024
MSU Hillel Passover 2024
Eat at State: Passover Dining Options

Photo by Mohamed Nohassi on Unsplash

The Basic Needs Series includes 4 presentations and will culminate with a live educator training. In this first presentation, we explore what are essential/basic needs, how lack of basic needs impacts student success, what resources are available to advisors, faculty, and students, and initiatives for the future. The Basic Needs Series is open to anyone that works directly with students and is interested in learning more about basic needs and resources that support students that may be experiencing food, housing, financial, and mental health concerns.
Upon completion of this learning experience participants will be able to:

Have a clearer understanding of what basic needs are.
Know a variety of different resources that are available at MSU.
Understand how to refer students to resources that support students in meeting their basic needs.

Learn more about this important topic by viewing the video below. Access the PowerPoint slides here.

What is RCPD?
The Resource Center for Persons with Disabilities helps to make MSU accessible for all Spartans, including students with visual, mobile, and learning disabilities as well as those who are deaf and hard of hearing and or those with psychiatric or chronic illnesses.
What role does RCPD play in digital accessibility on campus?
RCPD helps connect students with assistive technology and alternative formats of course materials. Through the Assistive Technology Center, RCPD can connect individuals at MSU with the top Assistive Technology and advise on best practices for use. Assistive technology is also made available in MSU computer labs and the Library. RCPD is continually exploring new Assistive Technology Initiatives, which you can read more about on their website.
Who should I contact about digital accessibility in RCPD?
Meet Tyler Smeltekop, Assistant Director of Assistive Technology Innovation for RCPD. In this role, he aims to expand on the MSU Community’s access to accessible technology, course content and equitable experiences across campus. You can learn more about Tyler on his RCPD profile, or you can contact Tyler via this form.This article is part of the Digital Accessibility Toolkit.

Topic Area: DEI
Presented By: Ryan Smith, Jennifer Cobbina, Kendra Pyle
Abstract:
Restorative Justice in education facilitates learning communities that “nurture the capacity of people to engage with one another and their environment in a manner that supports and respects the inherent dignity and worth of all” (Evans & Vaandering, 2016, p. 8). Through this lens faculty, staff, and students from across campus formed an interdisciplinary learning community in 2019 to discuss how we can further incorporate restorative practices into our work and relationships in and out of the classroom. Over the last two years, community members have engaged in shared readings and discussions, community building circles, trainings, and supporting one another’s efforts at utilizing restorative practice to build inclusive and engaging communities, including racial healing circles. This session will model restorative practice as we discuss our work, and the ways we have incorporated RP on campus to further community, equity, and healing.Session resources:
Community Building Mini-circle (Document)
Racial Healing Circles FAQ (PDF)

MSU Extension has developed a three-part document to guide employees in creating and delivering educational materials and programs as well as event planning in a way that reflects our values and commitment to diversity, equity and inclusion.

The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.

An appendix of useful sites is also included, including a section on sources for diverse images.  This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events

Understanding Pronouns for Educators
On Friday, June 21, I was invited to give a talk on "Understanding Pronouns for Educators" to the College of Agriculture and Natural Resources. 
The Slides
Below, you'll find some modified slides based on that presentation. You may also access the presentation slides via Google Docs.

Further Resources
This collated list of further resources includes resources for many realms, including:

Current Context
Impact of Using Correct Pronouns
Pronouns Overview
Gender-Inclusive Environments
MSU's Policies and Processes
Teaching and Classroom Resources


Understanding Pronouns for Educators © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. “Pronoun Stickers” by Harald Groven is licensed under CC BY-SA 2.0