Q: Can you explain why some of the materials/tests that were provided in the pre-work packet seem to be discriminatory themselves (eg, the lens is heteronormative, neuronormative, etc)?

A: Yes, these are instruments that have been developed through a scientific norming process, and some of them were created quite a while ago (eg, one of them is from 2004). Nicole will take this under consideration and do some searching to see if she can find instruments that have gone through a similarly rigorous process, but that are normed in a way that takes a more diverse set of identities into account.

Q: I struggle with requiring The King’s English approach to writing with students, and especially students whose first language isn’t English. However, in preparing students for the workplace and, say, applying for a job, I also feel compelled to make them write in such a format. HELP!

A: This is a great question. Academic Affairs is working with the Writing Center, First Year Writing, and other faculty with expertise in this area to develop programming on this topic.

Q: At the risk of being vilified…could placing gender preference next to our names ever be unacceptable? It feels like 1. a band-aid solution to a much bigger problem 2. puts people who may not be comfortable with disclosure in an uncomfortable position , and 3. excludes other important identities (race, age, etc)?

A: This question requires some unpacking. First, it’s important to note that a person’s gender and gender pronouns are not a preference. The usage of the term “preferred pronouns” was common a few years ago, but because it is inaccurate, it is no longer used. A more accurate phrase would be “the pronouns they use” or “their pronouns.”

Volunteering and requesting pronouns is encouraged as a way to normalize the use of pronouns in the classroom and workplace (and everywhere!). It is true that some people do not feel comfortable sharing their pronouns, and they should not be pressured to do so. However, when others share their pronouns, it helps create an atmosphere that allows more people to feel comfortable doing so. This short article provides a helpful explanation. 

Sharing pronouns is not intended to diminish or minimize other identities that may be important to a person’s individual identity, such as race, age, or ability. However the English language does not utilize those identities in its structure, as it does with gender. If you’re interested in learning more about gender inclusion and intersectionality (the intersection between gender identity and other identities such as race, age, etc), please contact WOU Safezone at safezone@wou.edu to find out when the next SafeZone training will be offered. We (Chelle and Beverly) can’t recommend it more highly!

Q: Many of my queer colleagues consciously use terms like “husband” or “wife” with reference to their own relationships and this is how they want to identify their family structure. As allies, is it important to respect the terms that people wish to use for their own families?

A: Yes. It is absolutely important to respect the terms that people use. 

Q: Where is the line between tokenizing a student (“you’re X, please speak as an ambassador for your whole group”) and inviting students to share their lived experiences as a member of a minority group (if they wish)? Any tips for inviting those students’ insights without tokenizing? 

A: A similar question was asked of Dr. Stokes in session 1. Her advice was to design activities that invite all students to share their lived experiences, rather than targeting only students who might belong to a minoritized community. What you want to avoid is singling people out.

Q: Is it an effective approach to open the first class of a new session by doing a check in to see how students are doing after being off campus for over a year due to COVID?  If hard conversations come up the first week, is that maybe too soon?  How to lean in without causing polarization in the very beginning?

A: Question has been referred to Dr. Stokes.

Q: Is it a good idea to have a short personal diversity statement in syllabi? 

A: Question has been referred to Dr. Stokes.

Q: Mentimeter is a great tool. I currently have a personal subscription but there are options for educational institution subscriptions. Is this something Academic Innovation might look at supporting in the future?

A: Academic Innovation does not currently have a budget for expanding our institutional subscriptions to tools like Mentimeter. If you are interested in a tool (Mentimeter or otherwise), please email askai@wou.edu. Academic Innovation will keep track of tools that are gaining interest for possible future funding requests.

Q: Sometimes it seems that the organization is interested in having DEI conversations; however, when material action or policy changes come up… resources are ghosted and motivation declines. Suggestions for moving momentum out of discourse into policy development?

A: WOU will soon be hiring an Executive Director of Diversity, Equity and Inclusion who will serve on the President’s Cabinet. This position is intended to move WOU forward when material action is needed. 

Q: Question for WOU staff: what are the spaces we should share with students if we do a tour or a scavenger hunt (food pantry, writing center, library, what else?)

A: Leanne Merrill is compiling a list and will share it when it is ready. In the meantime, here’s some locations to start with:

• Food Pantry
• Writing Center, Math Center, Science Center, etc
• Library
• Student Health & Counseling Center

Q: Is there movement on this campus to address these types of issues on our campus? Are we cleaning up assumptions in our systems (i.e., allowing students to list their preferred name)?

A: Yes! Students do have the option to change their first name in Wolfweb, as do employees. The group that organized this training (Bev, Chelle, Mark, Kathy and Hillary) is also working with Student Affairs to bring OSU’s Search Advocate trainer to WOU for a workshop in December (talk to your Division Chair if you’re interested). And, the creation of the new Executive Director for Diversity, Equity and Inclusion will ensure that we keep moving forward. More to come!

Q: It seems very clear that we are HUNGRY (sorry for the all caps) for this kind of training. Please please please please Academic Affairs invest in and give us more of this. 

A: As mentioned above, we do have a Search Advocate training scheduled in December, but there is unfortunately an attendance cap so we’re asking Division Chairs to nominate on person from each Division to attend it. Given the interest and enthusiasm for this training, the coordinating group will attempt to secure funding for additional training opportunities. Thank you for your interest!

Q: This question is for WOU administrators: Dr. Stokes emphasizes asking for help and gives examples like a Teaching and Learning Center, her DEI office. After this training can we get a list of places we can go to get help besides just the department head/division chair, who, while great, are also just faculty who may not have specialized training in this area.

A:  Here are some offices that can assist faculty with questions about pedagogy, DEI, student support, and related topics.

• The new Executive Director for Diversity, Equity and Inclusion (expected early 2022)
• Center for Academic Innovation: Serves as WOU’s teaching and learning center. CAI staff are available to schedule a consultation with any faculty member to strategize inclusive teaching practices both proactively or in response to challenging classroom situations. CAI also recommends that faculty review its workshop and programs schedule each term. Many of the topics covered support inclusive teaching practices by building facilitation skills, consistent and communicative assessment strategies, accessible course design, and strategies for connection and engagement. Please feel free to suggest new topics or programs to CAI directly by reaching out to askAI@wou.edu.
• Student Success & Advising: Offers live and prerecorded workshops. They are also available to answer questions and provide support to individual advisors.
• SafeZone training: safezone@wou.edu
• Student Conduct: Commonly thought of as “the people to report academic misconduct to,” they are available to chat about how to handle other issues relating broadly to student conduct, e.g. what to do when you are concerned about a student, or how to approach a student whose behavior is disrupting class.
• Writing Center: Available for one-to-one conversations regarding anything related to writing