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How can you create a faculty development program that addresses intersectionality?

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Intersectionality is a framework that recognizes how different aspects of identity, such as race, gender, class, sexuality, and disability, interact and shape people's experiences of oppression and privilege. In higher education, intersectionality can help faculty understand and address the diverse and complex needs, challenges, and strengths of their students, colleagues, and themselves. However, creating a faculty development program that addresses intersectionality is not a simple or one-size-fits-all task. It requires careful planning, collaboration, and evaluation, as well as a commitment to ongoing learning and reflection. In this article, we will discuss some key steps and strategies to help you design and implement a faculty development program that addresses intersectionality in your institution.

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1 Assess your context

Before you design a faculty development program, it's important to assess the current context and needs of your institution and faculty. This can help identify gaps, challenges, and opportunities for addressing intersectionality in teaching, research, and service. You can ask questions such as what are the demographics and backgrounds of students, faculty, and staff? What are the institutional policies and practices that support or hinder diversity, equity, and inclusion? What existing resources are available for faculty development on intersectionality? What are the learning goals and expectations of faculty regarding intersectionality? How do you measure and evaluate the impact of the program? Data gathering methods like surveys, interviews, focus groups, observations, or document analysis can be used. Additionally, consulting with stakeholders like students, administrators, or external experts can provide different perspectives and insights.

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Marco Antonio Moreno Gaytán

Tus ideas expresadas en estrategias
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Es importante que al desarrollar un programa de desarrollo docente se considere el contexto para hablar de interseccionalidad. El abordaje de la diversidad es una tarea en la cual, los sesgos y la visiones parciales, pueden generar impactos negativos en la actividad del docente. La integralidad con la que se debe abordar, da la oportunidad de construir un proceso, nos solo inclusivo, si no también capaz de eliminar acciones y costumbres que limitan el desarrollo de uno o varios grupos sociales. Kimberlé Crenshaw, cuando plantea el término interseccionalidad, lo hace desde la propia perspectiva en la que el entrecruzamiento de la opresión y el racismo se reforzaban como prácticas que impiden la correcta inclusión.

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2 Define your objectives

When assessing your faculty development program, you can define objectives and outcomes that are in line with your institutional mission and vision, as well as the needs and interests of faculty. These objectives could include raising awareness and knowledge of intersectionality, improving faculty skills and strategies for applying intersectionality, fostering faculty collaboration and dialogue, promoting faculty reflection and action on their own intersectional identities, and supporting faculty well-being. To ensure that these objectives are specific, measurable, achievable, relevant, and time-bound (SMART), you may want to use a logic model or a theory of change to map out the inputs, activities, outputs, outcomes, and impacts of your program.

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Alicia Alvarez, PhD

Director of Clinical and Research Services at UTCCB
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In my experience you need to do so based on the needs assessment, establish clear objectives for the faculty development program. These objectives should outline what participants will learn or gain from the program and how it will contribute to promoting diversity, equity, and inclusion within the academic community. Develop a curriculum and content that address key concepts related to intersectionality (understanding privilege, power dynamics, and identity development). Incorporate a variety of formats (workshops, seminars, panel discussions, readings, and multimedia presentations). Also you could offer training sessions facilitated by experts in intersectionality, diversity, and inclusion.

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3 Choose your format and content

When determining the format and content of your faculty development program, you should consider various factors such as objectives, budget, time, resources, and audience. Workshops and seminars can provide interactive learning opportunities on intersectionality, while webinars and online courses offer flexible and accessible options. Learning communities or cohorts can facilitate peer learning and support, while mentoring or coaching programs provide individualized guidance. Book clubs or journal clubs can stimulate critical reading and discussion. The content should be relevant, engaging, and evidence-based; sources such as academic literature, case studies, media, or guest speakers can be used to introduce and explore intersectionality. Pedagogical approaches such as inquiry-based, problem-based, or project-based learning can be used to encourage faculty to apply intersectionality in their own contexts and practices.

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4 Implement and facilitate your program

The implementation and facilitation of your faculty development program are essential for its success and sustainability. To guarantee this, you need to create an organized, well-resourced, and well-communicated program. Communication channels such as emails, newsletters, flyers, or social media can be used to promote and inform faculty about the program and its benefits. Furthermore, clear and consistent information and instructions must be provided about the program's objectives, expectations, schedule, and logistics. A learning management system or website can host and manage the program's materials, activities, and assessments. Adequate technical and administrative support should also be available for the program's delivery and operation. It is important to establish a positive learning environment that values diversity, equity, and inclusion. Active and participatory techniques such as icebreakers, questions, polls, or breakout rooms should be used to engage and motivate faculty. Finally, constructive feedback and recognition should be given to faculty in a timely manner.

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5 Evaluate and improve your program

The final step is to evaluate and improve your faculty development program to measure the effectiveness and impact, as well as identify areas for improvement and innovation. To do this, you can use pre- and post-tests or surveys, portfolios or reflections, focus groups or interviews, observations or rubrics, and data or indicators. Additionally, Kirkpatrick's model or Guskey's model can be used to guide your evaluation process and criteria. For further credibility, consider strategies like action research or peer review.

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6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How can you create a faculty development program that addresses intersectionality?

1

2

3

4

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6

1 Assess your context

2 Define your objectives

3 Choose your format and content

4 Implement and facilitate your program

5 Evaluate and improve your program

6 Here’s what else to consider

Higher Education

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How can you create a faculty development program that addresses intersectionality?

1

2

3

4

5

6

1 Assess your context

2 Define your objectives

3 Choose your format and content

4 Implement and facilitate your program

5 Evaluate and improve your program

6 Here’s what else to consider

Higher Education

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