We found 85 results that contain "justice"

Diversity Employers is a career database with the goal of providing professional and career information to African Americans, Asian Americans and Pacific Islanders, Latino/Hispanic Americans, Native Americans and women.

If you are concerned about a student, employee or other individual for any reason, please consider making a CAIT referral — this is the centralized reporting system at MSU.
The Care and Intervention Team consists of university personnel with expertise in student affairs, mental and physical health, student conduct, human resources, and law enforcement/campus safety.
Membership on the Care and Intervention Team represents an ongoing commitment to the mission of the Care and Intervention Team. Team members are critical to the functioning of the team. They are responsible for completing ongoing training, attending meetings, and assisting with follow-up and intervention as designated by their membership category.
CAIT Mission
The Care and Intervention Team strives to promote individual well-being and success, while also prioritizing community safety. Utilizing a collaborative and proactive approach, the team is committed to identifying, preventing, assessing, intervening, and reducing threats to the safety and well-being of the MSU community.
CAIT Goals

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 should I refer a student or employee?
Make A Referral

This summer, the Center for Teaching and Learning Innovation is launching two asynchronous courses for educators: Inclusive Pedagogy and Welcome to Teaching. These two courses represent early offerings in what will be an expansive suite of self-paced, asynchronous educator development programming that will roll out throughout the 2025-2026 academic year.
Inclusive Pedagogy CTLI Course
This self-paced course is designed for MSU educators—broadly defined to include not only faculty and instructors, but also advisors, librarians, teaching assistants, instructional designers, coaches, Extension educators, and anyone involved in teaching, learning, or student success. In this course, you’ll explore the foundations of inclusive pedagogy and how it can be applied in your unique context. You’ll engage with videos, readings, reflections, and activities across seven modules, each building toward practical strategies for creating more inclusive educational spaces. The course is now available for self-enroll and offered in D2L. 
 
Welcome to Teaching CTLI Course [Forthcoming in early Fall 2025]
Discover the foundations of effective teaching at MSU through this self-paced online course designed for educators across roles and disciplines. Through CTLI-curated content, you’ll examine key principles of quality instruction, learn practical strategies for creating equitable and engaging learning environments, and build your understanding of pedagogy and instructional design within the context of Michigan State University—all on your own schedule. Whether you're new to teaching or looking to refresh your practice, this course offers a meaningful entry point to MSU’s commitment to teaching and learning for student success.

This article is a component of the Resources for Teaching After Crisis playlist.
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom 
Collaborative syllabus by students and faculty in the Department of Curriculum & Instruction at the University of Minnesota [online syllabus] This syllabus includes reading lists (with examples in many formats including from the arts), annotated resources, class responses and activities, and other related collective syllabi. The authors encourage us to be critical, complex, and hopeful as we wrestle with these topics.
Teaching on Days After: Educating for Equity in the Wake of Injustice
by Alyssa Hadley Dunn [book/ebook available at MSU Libraries; preview on Google Books]
Book description: What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas.
Restorative Justice Resources for Schools
Edutopia resource by Matt Davis including links and case studies [website]
Offers examples of and evidence for the benefits of restorative justice frameworks in K-12 schools.
Restorative Justice: What it is and What it is Not 
by the editors of Rethinking Schools magazine [article]
This article explains restorative justice approaches as an improvement over zero-tolerance policies in schools. It advocates for restorative practices that take time, build trust and community, require commitment and resources, and can’t be a band-aid for schools in crisis.
Transformative Justice, Explained 
by Kim Tran for Teen Vogue [article]
Describes the overall framework and examples of transformative justice, an approach aiming to reduce inequitable incarceration and facilitate community-centered healing. 
Transformative Justice: A Brief Description 
Article by Mia Mingus from the TransformHarm.org resource hub [article]
This article describes and introduces transformative justice, an approach aiming to break cycles of generational and state violence and to build resilient, accountable communities. Includes links to examples and case studies.

Resources for Moving Forward after Tragedy and Trauma 
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
How to Respond in the Classroom

Teaching on the Day After a Crisis 
Navigating Discussions Following a School Shooting 

When Bad Things are Happening
Showing up strong for yourself—and your students—in the aftermath of violence 
A love letter to teachers after yet another school shooting

On Days Like These, Write. Just Write. 
Resources for Talking and Teaching About the School Shooting in Florida
PERSPECTIVE: Teaching Through Trauma
Support Students Who Experience Trauma 

Online Learning

Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet 

Self-Care for Educators and Students

College Students: Coping After the Recent Shooting
Slowing Down For Ourselves and Our Students 
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educators
Coping in the Aftermath of a Shooting 
Coping after Mass Violence
Tips for Survivors: Coping With Grief After Community Violence
Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress

Resources for Parents and/or Focusing on Children

Helping Your Children Manage Distress in the Aftermath of a Shooting 
Resiliency After Violence: After Uvalde 
Responding to Tragedy: Resources for Educators and Parents 
Managing Fear After Mass Violence 
When Bad Things Happen: Help kids navigate our sometimes-violent world 
Childhood Traumatic Grief: Youth Information 

Further Reading: Trauma-Informed Resources

#EnoughisEnough Syllabus: Responding to School Violence in the Classroom 
Teaching on Days After: Educating for Equity in the Wake of Injustice

[book/ebook available at MSU Libraries; preview on Google Books]

Restorative Justice Resources for Schools
Restorative Justice: What it is and What it is Not 
Transformative Justice, Explained 
Transformative Justice: A Brief Description 

[External] Mental Health Resources

American Psychological Association
American School Counselor Association 
African American Therapist Database 
School Crisis Recovery and Renewal 
The National Child Traumatic Stress Network 

The NCTSN has prepared resources in response to the MSU incident here


GLSEN

Links for Taking Action (Particularly Related to Days After Gun Violence) 

March For Our Lives 
Everytown 
Sandy Hook Promise 
Moms Demand Action 
Mothers of the Movement 

Job Title: Librarian for Sociology, Social Work, Criminal Justice, and Human Development & Family StudiesDepartment: MSU Libraries Team: Social Sciences Bio: Carin Graves is the Library Liaison to Sociology, Social Work, Criminal Justice, and Human Development & Family Studies. She is a member of the Zotero team at the library offering workshops and troubleshooting throughout the year.

Title: Rethinking Access: Fatigue, Hostility and Intimacy in Teaching and LearningPresenter: Emily Abrams (TRIO Student Support Services); Colleen Floyd (RCPD); Hannah Huey-Jones (RCPD); Jessica Lutz (RCPD)Format: WorkshopDate: May 11th, 2023Time: 11:30 am - 12:30 pmClick here to viewDescription:Disabled students have experienced access fatigue (Konrad, 2021) and access hostility (Samuels, 2021) throughout their college experiences long before the onset of the pandemic. Covid-19 has shown higher education professionals the many ways in which accessibility can be implemented, yet it is still denied (Campanile, 2020). In order to resist returning to the ableist practices of pre-pandemic times, we must learn from lessons of the last few years and create access intimacy (Mingus, 2011)–the elusive experience when someone deeply understands and cares about a disabled person’s access needs–and access beyond accommodations. Here, access is the practice of solidarity toward liberation in the disabled community that aims to enact disability justice (Mingus, 2019), not simply the implementation of accommodations. When we describe accessible teaching and learning, we refer to collaborative practices where disabled and non-disabled individuals thrive together, driving resistance against ableism. In this workshop, a panel of disability scholar-practitioners and the audience will offer ideas for reimagining accessibility to foster access intimacy (Mingus, 2011) in teaching and learning contexts. The learning goals of this workshop are (1) to develop an understanding of disabled students’ experiences with inaccessible university environments, (2) to develop the ability to recognize areas for growth in teaching and learning pertaining to accessibility and accommodations beyond legal compliance, and (3) to understand strategies for reimagining teaching and learning practices in ways that take the onus off of disabled students and foster access.

Topic Area: DEI
Presented by: Emily Abrams
Abstract:
Dolmage (2017) argued that postsecondary education promotes ableism more than most cultural institutions. Noting that “disability has always been constructed as the inverse or opposite of higher education” (p. 3), Dolmage described how ‘academic ableism” erases disabled students and maintains practices that create and maintain the inferiority of disabled people. The purpose of this information session is to apply crip theory (Kafer, 2013; McRuer, 2006) through the use of personal narrative to expose the academic ableism that shaped postsecondary education’s responses to the Covid-19 pandemic and, more so, to offer accessible practices regarding teaching and learning for disabled college students moving forward. Crip theory presents disability as fluid and challenges dominant discourses that define normalcy. Specifically, crip theory challenges the discourse of compulsory able-bodiedness/mindedness that pushes people toward an unobtainable normalcy, determining who is disabled and therefore less worthy. I will use my own personal experiences as a disabled student and educator to ground my discussion of these topics. I will offer suggestions that go beyond accommodations to discuss access as the practice of solidarity toward liberation in the disabled community that aims to enact disability justice (Mingus, 2011)