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If a student discloses that they have experienced discrimination or harassment, you must refer them to the Office of Institutional Equity. The Office of Institutional Equity (OIE) reviews concerns related to discrimination and harassment based on age, color, gender, gender identity, disability status, height, marital status, national origin, political persuasion, race, religion, sex, sexual orientation, veteran status and weight under the University's Anti-Discrimination Policy (ADP) and concerns of sexual harassment, sexual assault, stalking, dating violence, domestic violence, and other forms of sexual misconduct under the Relationship Violence and Sexual Misconduct and Title IX (RVSM) Policy.  
A student can file a report here.  
 
Confidential reporting for students
There are a number of resources on campus that can provide a confidential space where students can explore their options, talk about what happened, and obtain support services. Individuals often find it difficult to speak about what happened. Talking with someone once, or receiving ongoing support, can aid in recovery and assist with safety planning. If students access these services, they will be directed to other needed resources.  These private and confidential resources are available at no cost. These services are not required to report incidents to the Office of Institutional Equity or campus police.  
A student can access confidential resources here.
 
Mandatory reporting for faculty and staff
All University “responsible employees” and volunteers who are not otherwise exempted by this policy and/or applicable law must promptly report incidents of relationship violence, sexual misconduct, stalking, and retaliation that they observe or learn about in their professional capacity or in the context of their work and that involve a member of the University community or which occurred at a University-sponsored event or on University property. Please review the University Reporting Protocol.
 

Accesible Design Checklist: Multimedia
This checklist meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the third and last part of the Accessible Design Checklist series: 

Overview
Text and Content
Multimedia

Multimedia Accessibility
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics.
AudioA text version of the transcript is provided for all audio with accurate transcriptions. Ideally, there are also descriptive audio descriptions for users. When possible, the audio should also be high-quality audio with clear language spoken slowly.GraphicsGraphics may include images, photographs, logos, and charts and graphs. For charts and graphs, information should not be communicated with color alone to differentiate between categories. Avoid memes and screenshots of text (except in a logo). All graphics should be marked as decorative or have alternative text (alt-text), which has multiple considerations: 

Decorative images convey no meaning nor give additional information for users. Decorative images should be marked as “decorative,” “artifact,” or assigned a null attribution in the code (i.e., alt="").
Alternative text should consider the audience and purpose of the content in its description. This means that only key information is conveyed rather than every extraneous detail. 
Alternative text should be concise and generally less than 150 characters. If describing visuals such as paintings or charts, then a long description of the visual can be given within the text and the alternative text can be shorter (e.g., “Vincent van Gough’s 1889 “Starry Night.” More information in long description.”)
Alternative text should not include phrases such as “image of” or “photo of.”

VideoVideos or moving graphics should not flash more than three times per second. Videos should not autoplay, and users should also have the ability to pause the video. In addition, videos should have similar considerations to audio and graphics, including: 

A transcript is provided for all audio from the video with accurate transcriptions and descriptive audio. The transcript may also contain descriptions of visual information. 
A video has real-time captions, and when possible, sign language interpretation.

References and Resources for Accessible Design

Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist 
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview

Accessible Design Checklist: Multimedia © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "video- (1962) 'Canon Reflex Zoom 8-3' 8mm movie camera- A Modern Rediscovery" by Crunchy Footsteps is licensed under CC BY 2.0.

Students often look to their advisors and instructors for assistance when dealing with a crisis, and it is important to know what resources are available to assist students. The information outlined below aim to empower you with the readiness and knowledge essential for adeptly addressing these concerns when they occur.
Emergency Resources
Below is a list of emergency resources that students can be directed to, including mental health, suicide prevention, and safe spaces. 
Mandatory Reporting 
All University employees, including graduate students and undergraduate student employees, as well as many University volunteers have reporting obligations.
Reporting is important to ensuring that the University is able to appropriately respond when there are RVSM incidents occurring on campus, within a university sponsored program or activity or otherwise adversely impacting our campus community. Persons who have been impacted by RVSM incidents still have the agency to decide whether and how to move forward and will receive information about access to resources and support. Review the infographic below creating by the Office for Civil Right and Title IX Educationa and Compliance and read the Mandatory Reporting FAQs page to be further informed on this policy. Incident Reports
To submit a report, use the Public Incident Report Form.
Care and Intervention Team
The Care and Intervention Team (formerly the Behavioral Threat Assessment Team) consists of university personnel with expertise in student affairs, mental and physical health, student conduct, human resources, and law enforcement/campus safety. Goals of CAIT include:

Provide a safe and supportive physical and emotional environment for members of the university community.
Identify, assess, and intervene with individuals who are struggling or who demonstrate concerning or threatening behavior. 
Provide support and resources to community members who are concerned for another individual.

When to contact the Care and Intervention Team
The CAIT becomes involved when any member of the MSU community submits a referral to the CAIT case manager. Referrals can be made by:
Email: MSU.Care@msu.edu(this link opens in a new window/tab)Web: Make a Referral form(this link opens in a new window/tab)
If an MSU student or employee exhibits any of the signs below, make a referral to the Care and Intervention Team:

Academic Indicators: If a student is regularly missing class, quality of work has diminished, grades have gone down, student’s engagement in class diminishes significantly, student has shared (in writing or class discussion) concerning self-disclosures; student is regularly falling asleep in class.
Emotional Indicators: Homesickness, difficulty adjusting to campus life or academics, extreme display of emotions (sadness, nervousness, fearfulness, anger); expressed hopelessness; shared suicidal ideation or harm to others.
Phyiscal Indicators: Individual was recently hospitalized, is experiencing chronic health concerns (physical or mental), significant change in appearance or personal hygiene; noticeable signs of physical self-harm.
Behavioral & Other Indicators: Threats or acts of violence to others; any behavior that is unusual or unexpected given the circumstances. Concerns regarding finances; shared lack of connection or community on-campus; expressed difficulty meeting basic needs (housing or food insecurity).

Awareness Training
Awareness training is recommended for all students, faculty, and staff and can be accessed on the MSU's Ability Training platform. Log in with your NetID and password and then click the Launch button to begin the course. The training is managed by the MSU Department of Police and Public Safety and includes a presentation explaining how to respond during an active violence situation. Throughout the training, knowledge checkpoint questions will appear on screen to evaluate participants’ understanding of the content.
In addition to the online training, the department still offers in-person training for students, faculty and staff. To request in-person training, please visit the MSU DPPS website.
Emergency Notifications
MSU encourages all faculty, staff, and students to sign-up to receive timely warning and emergency notification messages. To receive these alerts, you must be enrolled in the current semester or employed at the University. The contact information you provided during enrollment or during new employee orientation is automatically submitted into the alert system. Visit https://alert.msu.edu/(this link opens in a new window/tab) for more details. 

Topic Area: DEI
Presented by: Patrick Arnold
Abstract:
Diversity education increasingly takes an anti-racist, anti-sexist, and trans-inclusive orientation, and aims to highlight the dynamics between power, privilege, and forms of oppression which permeate many of our institutions and create conditions of discrimination and marginalization. Extensive scholarship has emerged on the theoretical frameworks, teaching methods, and the impact of diversity education within settings like university courses or DEI (diversity, equity, and inclusion) programming. Educational and psychological research has studied anti-racist diversity education as a form of intervention: A central purpose of anti-racist education, after all, is to increase understanding of bias, and promote ways of ending systemic racial discrimination (Lynch, Swartz, & Isaacs, 2017). Naturally, then, it is common to evaluate the effectiveness of diversity education by measuring change in relevant attitudes, beliefs, or implicit biases of the participants of these interventions. However, diversity education is important not merely because it can be an intervention on existing bias, nor is the only appropriate audience for this context subjects who display such biases. In this pilot study, we explore more expansive data on the impact of diversity education, collected via a large intro course covering diversity in sex, gender, and current social justice issues like #BlackLivesMatter. Importantly, we find that diversity education is particularly impactful on the sense of belonging the students feel toward the university and its community, and especially for students of color enrolled in the course. We argue that further research is needed on diversity education as also an affirmation of belonging in our institutions.
Ingrid Lynch, Sharlene Swartz & Dane Isaacs (2017) Anti-racist moral education: A review of approaches, impact and theoretical underpinnings from 2000 to 2015, Journal of Moral Education, 46:2, 129-144, DOI: 10.1080/03057240.2016.1273825 

Topic Area: DEI
Presented By: Sonja Fritzsche, Amy Martin, and Peter De Costa 
Abstract:
We propose an information session as a report out on the activities of our AAN Learning Community from AY 2020-21: Anti-racist Approaches to Learning and Teaching with Faculty, Staff and Students. This effort is part of MSU’s learning community program organized by the Academic Advancement Network (AAN). You can read more about this learning community and others on the AAN website.   
This year we created a learning community space where learners of all races and ethnicities could commit to reading, viewing, and listening to the research, creative scholarship, and voices of what our MSU campus colleagues and others have published on whiteness, social justice, and anti-racist issues. A group of over 20 faculty, graduate students, staff, and administrators from three different colleges and several administrative units spent time reflecting on our own areas of growth and what we needed to change about ourselves and our approaches to teaching and facilitating learning for others. Together we agreed on collective rules of engagement for respectful and sometimes difficult conversations where we could call each other in on issues and learn from them. We also committed to a set of individual and collective strategies where we become racial justice accomplices, envisioning a community free from racial injustice. Please join us for an interactive discussion about what we read, what we learned, and what actions we committed to undertake. We invite you to engage us, challenge us, and enhance the strategies we plan to implement during the next academic year. The panel will consist of members of the learning community.

Playlist to help find resources to help students
Counseling and Psychiatric Services [CAPS]

Who to Contact for What Service   
Faculty and Staff Resources including the Green Folder- who to contact and how to help students in distress
Staff Contact Information 


Addressing Student Mental Health Concerns in Online Courses
BTAT (Behavioral Threat Assessment Team) / Green Folder
Center for Survivors Services for survivors of sexual assault and sexual violence
MSU Safe Place  Provides services to anyone who has experienced, or is experiencing, an abusive or controlling relationship
Prevention Outreach and Education Department Promotes safety and improves quality of life by educating members of the MSU campus community on sexual assault and relationship violence
Trauma Informed Practice: Resources for Best Practices in the Classroom
Talking to students about mental health

Kognito for Faculty: Online simulation tool that allows educators to practice having challenging conversations with students through role-play.


Mindfulness for Better Living from MSU ExtensionStress can take a serious toll on your physical, mental and emotional health. MSU Extension's mindfulness programs can help you manage your stress and live a better, healthier life.

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who have a disability that substantially limits a major life activity and is presenting learning challenges. Thank you for helping our students achieve their goals.
Resource Center for Persons with Disabilities
Visible: MSU Students’ Stories of Hidden Disabilities

In the second session of the Basic Needs Series, presenters discuss resources to help with immediate and emergency financial support, including how to direct students to financial support resources, questions students should be asking, and available resources that advisors and faculty should know about. Additional information was shared regarding emergency funding resources and how financial concerns impact student success. This event 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.
Presenters:

Justin St. Charles, Strategic Retention Manager
Keith Williams, Executive Director, Office of Financial Aid
Cherly Whitman, Associate Director, Office of Financial Aid
Chad Sanders, Communications Manager, Office of Financial Aid

Upon completion of this learning experience participants will be able to:

Identify resources that provide immediate and emergency financial support to students in need.
Direct students to the appropriate offices and resources for further financial support and guidance.
Know of proactive strategies to connect students with financial resources.

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