DEI Fridays Recordings and Resources

Topic: Liberating Structures

November 18, 2022

Speaker: Don Waisanen is a Professor at the Marxe School of Public and International Affairs, where he teaches and researches public and leadership communication. He is the author of seven books, including Leadership Standpoints (Cambridge University Press), Improv for Democracy (SUNY Press), and a forthcoming work on ways to address voter suppression throughout the U.S., States of Confusion (NYU Press, with Sonia Jarvis and Nicole Gordon). Don received his Ph.D. in Communication from the University of Southern California.

Suggested Resources:

Watch the recording of the event here.

Topic: Trauma-Informed Pedagogy: a Provost Innovation Event

This event is jointly-sponsored by the Office of the Provost. For full resources and details, please go to the Teach-In website:

November 4, 2022

Please find the recording here.

Resources shared in the chat:

Poem by Miller Williams

Have compassion for everyone you meet,

even if they don’t want it. What seems conceit,

bad manners, or cynicism is always a sign

of things no ears have heard, no eyes have seen.

You do not know what wars are going on

down there where the spirit meets the bone.

Resmaa Menakem: and book: “My Grandmother’s Hands”

“Trauma decontextualized in a person over time can look like personality.” “Trauma decontextualized in a family over time can look like family traits. Trauma decontextualized in a people over time can look like culture.”

bell hooks

Book on culturally sustaining pedagogies:

Book on ungrading: 

Book: “Rest is Resistance”: 

Topic: Supporting Neurodiversity in the Workplace and the Classroom 

October 21, 2022

Speaker: Kristina Anderson is a Minnesota native who has been on the East Coast for about twelve years. Her Bachelor’s and Master’s degrees are in psychology, both from small private liberal arts colleges in Minnesota. She is ABD in Family Social Science at the University of Minnesota. Kristina has worked with individuals diagnosed with autism spectrum disorders and other intellectual/developmental disabilities since 2003. She is currently working as a consultant with New York City’s Administration for Children’s Services (ACS) providing clinical support to child protective specialists. Kristina’s research interests include autism and the family, trauma in children and adults with autism, and the long-term effects of historical trauma on indigenous people. Kristina and her husband live across the Hudson River from Manhattan with their three neurotic pugs.

Please find the recording here.

Suggested Resources: 

Beaton, D.M., Sirols, F., & Milne, E. (2022). Experiences of criticism in adults with ADHD: A qualitative study. PLoS ONE, 17(2), e0263366. 

Chandrasekhar, T. (2020). Supporting the needs of college students with autism spectrum disorder. Journal of American College Health, 68(8), 936-939.

Cheng., M. & Boggett-Carsjens, J. (2005). Consider sensory processing disorders in the explosive child: Case report and review. The Canadian Child and Adolescent Psychiatry Review, 14(2), 44-48.

Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108-125.

Kranowitz, C.S. (2005). The out-of-sync child. New York: Penguin Random House

McGee, M. (2012). Neurodiversity. Contexts, 11(3), 12-13.

Resources Shared: 

Description of Neurodiversity:

Description of DSM Manual:

Invisible Disabilities Week:

Book: Complex PTSD: From Surviving to Thriving by Pete Walker

Book: Raising a Sensory Smart Child by Lindsey Biel and Nancy Peske

Book: The Power of Different: The Link between Disorder and Genius by Gail Saltz

This list of accommodations for children: 

Topic: Integrating an Equity Lens into Your Work

October 7, 2022

Speakers: Teresa Michael Liu is the Associate Director of International Admissions and Recruitment at Baruch College, having started the department 10 years ago.  She has a passion for cross-cultural exchange, DEI work and international education, drawing on the expertise gained through her Peace Corps service in East Timor, her MS in Non-Profit Management/International Affairs from The New School and active involvement in DEI work both at Baruch College, her local community in Queens and all spaces in between.

Kristy Clementina Perez is the Director of Baruch College’s Percy E. Sutton SEEK Program. SEEK is a Higher Education Opportunity Program. She is also the founding Director of the Urban Male Leadership Academy Scholars (UMLA) Program, which aims to develop and promote the academic excellence, social consciousness and leadership skills of Black and Latino male college SEEK students at Baruch. Kristy possesses over 20 years of professional experience in the field of urban education. ​Prior to joining Baruch, Kristy served as a high school English teacher and earned a BA in English from Douglass College at Rutgers University, a MSW with a concentration in Community Organization, Planning & Development from Hunter College School of Social Work and her Ed.D. from Rutgers Graduate School of Education with a concentration in Education, Culture and Society. 

Please find the recording here.

Topic: Reimagining Equity and Inclusion at Baruch

September 16, 2022

Please find the recording here.

Topic: using an equity lens in faculty hiring

May 6, 2022

Please find the recording here.

Speakers: Cristina Balboa is an associate professor at the Marxe School. Her research incorporates international relations, comparative policy, and organization theory to demonstrate the relationship between an organization’s internal characteristics (like structure, diversity) and its external accountability, legitimacy, and efficacy. Her book “The Paradox of Scale; How NGOs Build, Maintain, and Lose Authority in Environmental Governance” is available through The MIT Press. She has published in several scholarly journals including World Development and the Journal of Public Affairs Education. She is a board member of the Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA) and also a founding administrator of the Global Issues/Transnational Actors interest group. Professor Balboa received her Ph.D. from Yale University in Environmental Policy and Governance, where her dissertation was awarded the 2010 Gabriel G. Rudney Memorial Award for Outstanding Dissertation in Nonprofit and Voluntary Action Research from ARNOVA. Prior to her academic work, Cristina spent almost a decade working in nonprofits in Washington D.C. and Ecuador on environmental issues in Latin America, Southeast Asia, and the Pacific.

Jenée Gerald is an MIA candidate at Marxe concentrating on Trade Policy and Economic Governance interested in research and policy development. She completed her undergraduate degree at Baruch in  Business Communications. She is interested in sustainable development, climate change, and capacity building, currently working as a graduate assistant to Prof. Cristina Balboa.

topic: integrating dei into faculty development

April 29, 2022

Please find the recording here.

Speaker: Dr. Liza Ann Bolitzer is Substitute Line, Assistant Professor at the Marxe School of Public and International Affairs of Baruch College, City University of New York. Her research and teaching focus on professional learning, and how faculty, institutional leaders and administrators can advance college students’ academic learning and professional development. Prior to joining the Baruch faculty, she was the project manager for MetroCITI: A Multi-Institutional Professional Development Institute at Teachers College, Columbia University.

Forthcoming publication: Castillo-Montoya, M., Sotto-Santiago, S. & Bolitzer, L.A. (Forthcoming, Vol. 38) Reimagining Faculty Development: Activating Instructional Development for Diversity, Equity, and Inclusion. In L. Perna (ed) Higher Education: Handbook of Theory and Research. New York: Springer.

Co-authors bios:

Dr. Milagros Castillo-Montoya is an Associate Professor of Higher Education and Student Affairs in the Educational Leadership Department at the Neag School of Education at the University of Connecticut. She also serves as the Assistant Director of Faculty Development at the Center for Excellence in Teaching and Learning (CETL), and as an Affiliate Faculty with El Instituto and with the Sustainable Global Cities Initiative. Dr. Castillo-Montoya studies teaching and learning in racially and ethnically diverse college classrooms, particularly culturally relevant teaching in higher education.

Dr. Sylk Sotto is the Vice-Chair for Faculty Affairs, Development, and Diversity in the Department of Medicine at Indiana University School of Medicine.  She co-chaired the school’s Diversity Council; serves on numerous institutional committees; and teaches several courses in research ethics, and culturally relevant practices in medicine. She is affiliated with IU Simon Cancer Center and the Indiana Clinical and Translational Institute. Her scholarship and research center on (in)equity in academic medicine. Her interests include faculty affairs and professional development; STEM/medical education; organizational leadership; and the intersection of health equity and research ethics.

Resources shared: 

Faculty Advancement References: Rodriguez JE, Campbell KM, Fogarty JP, Williams RL. Underrepresented minority faculty in academic medicine: a systematic review of URM faculty development. Family Medicine. 2014;46(2):100-4. AND  Sotto-Santiago, S. Tuitt, F. & N. Saelua (2019). All Faculty Matter: The Continued Search for Culturally Relevant Practices in Faculty Development. The Journal of Faculty Development, 33(3), 83-93.

Inclusive Excellence Examples in Higher Ed: here and here and further references here:


Addy, T. M., Reeves, P. M., Dube, D., & Mitchell, K. A. (2021). What really matters for instructors implementing equitable and inclusive teaching approaches. To Improve the Academy: A Journal of Educational Development, 40(1).

Haynes, C. (2016) Critical and Inclusive Pedagogy: Why the classroom is all it’s cracked up to be. In F. Tuitt, C. Haynes & S. Stewart (Eds.) Race, Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education Sterling (pp.1-8). Virginia: Stylus.

Magalhaes, R. M., & Hane, E. (2020). Building Inclusive Classroom Practices: A Curriculum for Faculty Learning Communities Based on Metacognition. Journal of Faculty Development, 34(3), 124+.

Bolitzer, L. A. (2021): “A Two-Way Street”: Adjunct faculty’s learning from and with students  about subject matter. College Teaching.

Castillo-Montoya, M., & Ives, J. (2020). A liberating education: Integrating funds of knowledge and disciplinary knowledge to create tools for students’ lives. In K.C. Culver & T. L. Trolian (Eds.), New directions for teaching and learning: Effective instruction in college classrooms: Research-Based approaches to college and university teaching, (164), 39-48, Wiley.

González, N., Moll, L., & Amanti, C.. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Lawrence Earlbaum Associates.

Neumann, A. 2009. Professing to Learn. Baltimore, MD: Johns Hopkins University Press.

Terosky, A., & Conway, K. (2020). Learning to change and changing to learn: Conceptions of teaching improvement through a faculty-centered lens. In L. W. Perna (Ed.), Higher Education: Handbook of Theory and Research, 35(?), 1-50.


Topic: Racism and Colorism in the International Context

April 1, 2022

Please find the recording here.

Special Guest: Gay McDougall

Dr. Gay McDougall is a recipient of the prestigious MacArthur “Genius” Award, McDougall has spent her career working on issues of race, gender, and economic justice in the US and global context. With a commitment grounded in the experience of growing up in the Jim Crow era in Georgia, she desegregated a previously all-white college as the token sole Black student to break the color bar, registered first-time Black voters in rural South Carolina shortly after the passage of the Voting Rights Act, and traveled through Alabama and Texas to identify civil rights violations with the US Commission on Civil Rights. Those experiences led her to law school to become a civil rights lawyer.

Early in her legal career she worked for the National Conference of Black Lawyers and among other involvements she represented the organization at the United Nations to express solidarity with the struggles for decolonization, particularly in southern Africa.   Considering those issues through a lens of human rights law, led her to London for an LL.M. degree in International Human Rights Law and to work with the research committee of the African National Congress of South Africa.

For the next 15 years, as Director of the Southern Africa Project of the Lawyers Committee for Civil Rights Under Law, McDougall worked closely with South African lawyers to secure the release of thousands of political prisoners from jail. When the end of apartheid was near, she was appointed one of the 16 members of the South African governmental body created to administer South Africa’s first democratic elections in 1994, which established Nelson Mandela as President and ended apartheid. In 2015 the Government of South Africa bestowed on her their national medal of honor for non-citizens, the Order of O.R. Tambo Medal for her extraordinary contributions to ending apartheid.

Her next 14 years were spent as Executive Director of Global Rights, a human rights group that worked with activists in over 10 countries. By establishing a long-term presence in each of those countries she sought to help emerging human rights organizations determine their own priorities and develop ways to leverage international public attention and pressure to amplify their demands.

She has been a leader on human rights within the UN for over three decades. She was the first UN Special Rapporteur on Minority Issues. Serving for 6 years she traveled to 17 countries for the UN to study discriminatory laws and practices. President Biden recently nominated her to serve a third four-year term on the UN Committee on the Elimination of Racial Discrimination (CERD) that oversees compliance with the International Convention on Racial Discrimination. She was nominated by President Clinton to be the first American to serve on the Committee in 1997, re-nominated by President Obama in 2015 and from 2018-2019 was Vice Chair. In 1996 she was UN Special Rapporteur on systemic rape and sexual slavery during war and in 2001 she played a leadership role in the UN Third World Conference against Racism in Durban. 

During her previous four-year term on the CERD Committee, among other achievements, she led the Committee in its evaluation of the policies Canada, Australia, New Zealand with respect to the rights of Indigenous Peoples; China’s detention of its Uyghur (Muslim) population; and South Korea’s treatment of immigrant workers.

McDougall received a J.D. from Yale Law School and an LL.M. from the London School of Economics and Political Science. She has honorary Doctor of Law degrees from nine universities including Georgetown University Law Center, Emory University School of Law, the University of Witwatersrand (South Africa), and the University of London. She is currently Distinguished Scholar in Residence with the Leitner Center on International Law and Justice at Fordham Law School and the Center on Race, Law & Justice.

Along with our Marxe colleagues: 

Dr. Rubia R. Valente is an Assistant Professor at the Marxe School. She is a research fellow at the Washington Brazil Office and serves on the Executive Committee of the Brazilian Studies Association (BRASA). Before joining Baruch, she was a Visiting Lecturer in the Department of Sociology at Princeton University and a Research Associate at the School of Economic, Political, and Policy Sciences at the University of Texas at Dallas (UT Dallas). 

Dr. Valente’s research seeks to produce scientific inquiries that measure and evaluate public policies and practices, with a focus on understanding social issues related to economic, political, and social development. She applies advanced quantitative methods and socioeconomic theory to investigate the impact of policies on underrepresented and marginalized groups, providing empirical support for formulating policies addressing socioeconomic inequalities due to race, class, and gender in social, political, educational, and religious institutions. Dr. Valente has published in several peer-reviewed journals including Regional Studies, Race Ethnicity and Education, Latin American and Caribbean Ethnic Studies, Cities, Journal of Happiness Studies and the Latin American Research Review. Born in São Paulo, Brazil, her family immigrated to the United States when she was a sophomore in High School. 

Professor Sonia R. Jarvis is an accomplished attorney and scholar whose research and teaching have focused on race, politics, and the media.  Her legal practice focuses on civil rights, civil liberties, minority businesses and counseling nonprofit organizations. She served as a law clerk for renowned Federal Judge Frank M. Johnson, Jr. when he was the US District Court Judge for the Middle District of Alabama and also when he was elevated to become a US Circuit Court Judge for the 11th Circuit Court of Appeals. Professor Jarvis has written several book chapters and papers and is currently focused on voter suppression in a book she is co-authoring entitled “States of Confusion: How New Voter ID Requirements Fail Democracy and What to Do About It” (under contract with NYU Press).  An active member of several professional associations and academic organizations, she has served, most recently and notably, as the Executive Director of the National Coalition on Black Voter Participation, Inc., and Managing Director of the Center for National Policy Review Clinic. Professor Jarvis has testified before Congress and has been interviewed by almost every major media outlet in the country. Prior to joining Baruch, she served as a Senior Consultant for the President’s Initiative on Race in the Clinton White House tasked with drafting its final report.

Professor Jarvis has taught courses on race and politics, public policy, intergroup dialogue, communications and media analysis, law and public policy, and women’s rights. She has served as the Ackerman Visiting Distinguished Associate Professor of Equality and Justice in America and as Director of the Center for Equality, Pluralism and Policy. Professor Jarvis graduated from Stanford University with a B.A. in Political Science with Honors and Distinction, and a B.A. in Psychology, followed by a J.D. from Yale University Law School. She was recently acknowledged by Stanford University as its first African American Female Varsity Athlete in university history when she served as Captain of the Stanford Women’s Basketball Team.

Resources shared: 

Background Slides by Dr. Rubia Valente: Colorism

Video on race and color in Brazil: 

Reed, C. (2017). Colorism and its correlation with implicit racial stereotyping: An experimental action research study. The Young Researcher, 1(1), 16-26. Retrieved from 

Adwoa Bagalini, Engagement, Diversity and Inclusion Lead, World Economic Forum, Colourism: How skin-tone bias affects racial equality at work (August 26, 2020): 

Dr. Tony Greenwald, creator of Implicit Attitude Test, How to test for implicit racial bias, Global News · 6/22/2020:

New story about skin-whitening in South Asia: 

“Racial passing”: 

The history of what the US Census has used to categorize race: 

Documentary on racism and colorism in Brazil: 

Harvard University Implicit Bias test to test unconscious racial attitudes, see,          

Skin Tone Implicit Association Test: In My Feelings: Exploring Implicit Skin Tone Bias among Preservice Teachers (September 17, 2021), by Jandel Crutchfield, David Sparks, Maya Williams & Erin Findley 

Here is some background on slavery in Brazil:,of%20life%20and%20livelihoods%20of


topic: The Voices of LGbTQ+

March 25, 2022

Resources shared: 

LGBTQ+ Resources at Baruch: 

LGBTQ+ Resources at CUNY: and and (at City College) 

CUNY course offerings: 


Queer: A Graphic History: 



This event is co-sponsored by the Office of the Provost and is an Provost Innovation Fellows Event.

March 18, 2022

Speaker: Seth Graves is Digital Pedagogy Specialist at Baruch and ABD at the CUNY Graduate Center. With specializations in inclusive pedagogy and writing across disciplines, he assists faculty in designing innovative courses, assignments, and assessment models. He teaches composition and rhetoric at Baruch and creative writing at The New School.

Recording available: here

Slides available: here

Resources Shared:

The Rhetoric of Participation:

Mad at School: Rhetorics of Mental Disability and Academic Life:

topic: demystifying disability

February 25, 2022

Speaker: Patricia Clarke Fleming, LMHC, CRC, is the Director of Baruch College’s Student Disability Services. Patricia is dedicated to ensuring CUNY students with disabilities have access to everything college has to offer. Patricia earned both her Bachelors and Masters Degrees at Hunter College. In 2008 Ms. Fleming served Bronx Community College as a LEADS Counselor (Linking Employment, Academics and Disability Services), and from 2010-2016 she was BCC’s Manager of DisAbility Services. Ms. Fleming serves as Secretary of the Bernard Baruch College Association, is a member of the Campus Intervention Team, and serves on Baruch’s Presidential Advisory Council on Diversity and Inclusion. Patricia served as co-chair of COSDI in 2016 & 2017.

Recording available: here

Resources Shared:

Baruch student disability services:

Movies: Coda:  and Sound of Metal:’s%20life,begins%20to%20lose%20his%20hearing 

Podcast: “The Anxious Achiever” (there are some episodes focused on programs that promote and support hiring people with neurodiversity)

The forest timer app to help with staying on task: 

CUNY resources on UDL: 

Baruch CTL website: 

Book on meeting students where they are: “Becoming a Student-Ready College” 

Book – Disability Theory by Tobin Siebers: 

Disability Language Guide from Stanford:

topic: cultivating genuine anti-racist allyship

February 4, 2022

Recording available: here and here

Resources Shared:

The history of Black History Month:

The legacy of Civil Rights Lawyer Constance Baker Motley, who drafted the brief for Brown vs. Board of Education of Topeka (1954):

A new documentary, playing in theaters now: Who We Are: A Chronicle of Racism in America

So You Want to Talk about Race by Ijeoma Oluo:

A Promise and a Way of Life by Becky Thompson:

Be a Better Ally:

How to Retain Diverse Faculty by Kerry Ann Rockquemore:

Chapters on anti-racism in “White Out: The Continuing Significance of Racism” by Ashley (Woody) Doane and Eduardo Bonilla-Silva:

Stuck: Why Asian Americans Don’t Reach the Top by Margaret Chin:

The “Angry Black Woman” Stereotype at Work:

Ilana Shapiro’s, Training for Racial Equity and Inclusion:

Harvey Wingfield on African Americans in academia:

Harvey Wingfield also wrote a piece on the professional burdens of being a model minority:

TOPIC: critical race theory 

December 10, 2021

Angie Beeman is an Associate Professor in the Marxe School of Public and International Affairs and Affiliate Faculty with Black and Latino Studies at Baruch College-CUNY. Her work examines the evolution of racism, its intersection with economic inequality, and how this process affects institutional practices, identities, and interracial organizing. Dr. Beeman’s research has appeared in the Harvard Business Review, Forbes Magazine, The Wire, Sociological Forum, Social Science Quarterly, the Sociology of Race and Ethnicity, Violence Against Women and as chapters in several edited volumes. She has been quoted in the Huffington Post, Diverse: Issues in Higher Education, Galveston Daily News, Wallethub, and College Magazine. Dr. Beeman has shared her work with multiple audiences and is frequently invited by organizations to speak on the issues of racism, social justice, allyship, advocacy, and cultivating inclusiveness in the workplace. Her forthcoming book, “Liberal White Supremacy” examines divides among progressives and the role of liberal ideology in silencing racial and class oppression.

Sonia Jarvis is an accomplished scholar whose research and teaching focus on race, politics, and the media. She has written several book chapters and papers, and is currently completing a book entitled Through a Prism, Darkly: The Media’s Impact on Race and Politics in America Since the Civil Rights Act of 1964. She is an active member of several professional associations and academic organizations. In addition to her scholastic work, she has served in a number of administrative positions, including most notably as the executive director of the National Coalition on Black Voter Participation, Inc. A frequent commentator on public issues, she has been interviewed by almost every major media outlet in the country, such as National Public Radio, the Washington Post, and CNN. She has taught undergraduate and graduate courses on media politics, and she brings a wealth of practical and theoretical knowledge to the courses she teaches at Baruch. She graduated with a JD from Yale University.

Recording available here.

Resources Shared 

Ain’t I a Woman: 

A Voice from the South: 

Say Her Name Campaign: 

Beeman (2015)

The Color Bind: Talking (and Not Talking) about Race at Work, by Foldly and Buckley, 2014

The Anti–Critical Race Theory Movement Will Profoundly Affect Public Education, by Kreiss, Marwick, and Tripodi (Nov 10, 2021)

Example of The Parents’ Bill of Rights (Indiana), the term critical race theory is not mentioned: here

This Is a Shakedown: Texas has a book-banning problem, By Emma Sarappo (Dec 8, 2021)

What is Critical Race Theory?, by Mohammed Elnaiem (Sept 2, 2021) 

The Void that Critical Race Theory Was Created To Fill, By Lauren Michele Jackson, The New Yorker (July 27, 2021)

Topic: Rethinking Grading: Anti-Racist Assessment of Student Writing

This event is co-sponsored by the Office of the Provost and is an Provost Innovation Fellows Event.

November 19, 2021

Tiffany Lewis is an Associate Professor at the Marxe School. She studies rhetoric, advocacy, and social movements. Her research, including her recent book Uprising, examines women’s rights activism in the U.S. at the turn of the nineteenth century.  In the Marxe School, she teaches classes on communication, advocacy, and social movements, including a required course for all MPA students, Introduction to Communication in Public Contexts.

Recording available here.

Shared resources:

Asoa Inoue: 

Susan Blum: 

Schwartz Institute Inclusive Pedagogy Seminar:  

Baruch College Writing Center resources to support English Language Learners: 

Baruch Center for Teaching and Learning – Justice Pedagogy: