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This post provides an overview of intersectionality as part of the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions. 
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9): 

Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.

In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education. 
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.

So you've started to think about diversity, equity, and inclusion. You read DEI & Student Belonging and have reflected on your educator identity. But now you're wondering - how... how do I work to make sure my course is an equitable and inclusive space?

Start with your syllabus

Use the Interfaith Calendar when planning important dates for the course
Syllabus resources: The What and Why of a Syllabus, CELT Checklist Iowa State




Consider your course resources

Be mindful of choosing course materials (language, examples, photos) and whose voices you're highlighting
Older materials can be an opportunity to address DEI awareness over time


Think about your students

Pronunciation, pronouns & consistency
Consider everyone as individuals who are unique & don’t make assumptions about student identities (race, religion, orientation, gender)
Address growth mindset & possible anxiety


Be intentional in how you facilitate discussion

Establish ground rules, guidelines, norms
Use a random system for asking questions
Monitor so that no one dominates
Allow students to finish before responding
Avoid generalizations


Think critically about your communication

Language matters: avoid idioms, “common” figures of speech (CSU Inclusive Language Guide), abbreviations and acronyms should be explained
Use multiple forms of communication (seeing/hearing, and also explain key ideas in different ways)
Gather feedback from students 
Don’t assume quiet students don’t understand – there are numerous reasons why a student may not speak up


[Re]consider your classroom presentation/lecture/facilitation approach

Use gender neutral language and include varied examples
Promote a respectful classroom climate
Encourage participation (eye contact, wait time, talk with students outside of class)
Vary teaching methods to learning styles
Be very cautious of humor in class


Be intentional about setting up teams & group projects

Heterogeneous, but avoid tokenism
Check-in often
Use peer evaluations


Articulate assessment and evaluation expectations

Make sure your expectations are clear
Align your learning goals, content and evaluations



Photo by javier trueba on Unsplash

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.

Are you worried about a student?
In addition to referring students to CAPS directly, MSU offers additional resources for helping a student you have concerns about.  Please consider best practices in making referrals:

Show empathy toward the student’s situation and let them know that you and MSU care about them.
Ask the student if they would like you to make a referral or a connection to a campus support system.
Email the unit contact and copy the student. If possible consider walking the student to the service.
Consider notifying the student’s academic advisor or other support systems in which the student is engaged (i.e., RCPD student = let RCPD know; international student = let OISS know, etc.); your unit advisor and/or Dean’s office staff can help you.

The Green Folder
CAIT created this guide to assist faculty and staff in recognizing and referring individuals who may need support. Individuals may feel alone, isolated, and hopeless when faced with academic and life changes. These feelings can easily disrupt academic and work performance or overall functions, which may lead to serious consequences, including dysfunctional coping.
Included in the Green Folder is a flow chart indicating who to contact, a list of resources, a definition of your role in this process, and a chart of possible indicators a student is in distress or is a threat to themselves or others.
 

The context of today... Pandemic + Social Justice Crisis 
this means.. Greater Inequity in the Classroom such as:

access to adequate technology
financial impacts
health and safety concerns
emotional impacts

in turn impacting: belonging, ability to focus, balancing responsibilities, etc.



We are all feeling the weight of inconsistency and uncertainty. We must acknowledge what this means for our students, and particularly our students who hold marginalized identities.  What is "diversity, equity, and inclusion"?

Diversity is a characteristic of a group of people where differences exist on one or more relevant dimensions

this means respecting and valuing people’s differences and treating them with the appropriate respect and dignity.




Equity is the quality of being fair and impartial

meaning everyone has the opportunity to be successful




Inclusion is a measure of culture that enables diversity to thrive


making sure people feel comfortable being themselves in the space, their identity is honored, they feel like they belong and do not have to assimilate in order to achieve this




Why should I care about DEI? The impact of belonging is linked to increased persistence, student satisfaction, and well-being. In our context, a student’s sense of belonging is related to improved retention, graduation rates, etc. 

building belonging how?

Positive interactions with diverse peers
Peer mentoring, staff care & support
Attention to campus climate

read "How Colleges Can Cultivate Students’ Sense of Belonging" by Becki Supiano from The Chronicle of Higher Education for more

Take some time to reflect on your educator identity. What groups are you a part of? What identities do you think about most often? How about those you think about the least? Why might you think more about some of your group identities than others? What experiences lead you to think about the identities that are most salient for you? Which of these identities show up most often when you teach? Least often?
Source: Borkoski, C., Prosser, S.K., (2020) Engaging faculty in service-learning: opportunities and barriers to promoting our public mission. Tert Educ Manag 26, 39–55.
Cover Photo by Sam Balye on Unsplash