Resources

The following information is also available in a downloadable PDF.

Navigating Campus: A Guide for Students with Disabilities

Navigating college life can be challenging for any student, but for those with disabilities, the hurdles can sometimes seem insurmountable. Fortunately, there are extensive resources and support services available to ensure that every student has the opportunity to succeed. This guide aims to provide a comprehensive overview of the resources available to students with accessibility needs and disabilities, covering campus facilities, support services, advocacy groups, career development opportunities and national resources.

Point Park University Accessibility Services

Office of Accessibility Services (OAS)

Point Park University's Office of Accessibility Services (OAS) is dedicated to addressing disability-related barriers on campus. The OAS is committed to partnering with all students, regardless of their instructional mode, full- or part-time status, school of study, or on-campus employment concerns. The office provides a wide range of services, including:

• Academic Accommodations: Adjustments to ensure that students with disabilities have equal access to the educational experience.
• Assistive Technology: Tools and software to support learning.
• Campus Accessibility: Ensuring that all campus facilities are accessible to students with disabilities.

Contact Information

• 412-392-8077
• accessibility@pointpark.edu
• West Penn Building, 5th Floor

Community Resources

The PA Office of Vocation Rehabilitation provides vocational rehabilitation services to help individuals with disabilities prepare for, obtain or maintain employment. They offer a range of services including career counseling, job training and placement assistance.

The Disability Rights Network helps individuals with disabilities in areas such as abuse and neglect, access to community services, discrimination, ADA compliance, education, assistive technology, voting access, and access to Medical Assistance services.

Achieva is dedicated to supporting people with disabilities in achieving their goals and succeeding in everyday life. They provide various programs and services aimed at enhancing the quality of life for individuals with disabilities.

Autism Pittsburgh is committed to raising autism awareness and providing vital resources and programs to support families, fostering a more informed and inclusive community.

The Allegheny County Community Resources for People with Disabilities is devoted to creating an accessible, culturally competent, and comprehensive human services system that ensures individually tailored and holistic services to county residents.

Evolve Coaching supports individuals with disabilities and our community through education, employment and the arts. Evolve provides highly specialized coaching services to more than 200 people each year in the Pittsburgh area, helping these individuals become integrated and productive members of the local community.

National Resources

Several national organizations offer support, advocacy, and resources for individuals with disabilities:

National Association of the Deaf

American Association of Intellectual and Developmental Disabilities

National Federation of the Blind

The Arc

MindFreedom International

Disability Rights Education and Defense Fund

Career Development

Entry Point! is a program that offers internship opportunities for students with disabilities in science, engineering, mathematics, computer science and some fields of business.

The Workforce Recruitment Program connects students with disabilities to employers who are seeking to hire qualified candidates for internships and permanent positions.

The National Disabled Law Students Association provides resources, support and advocacy for law students with disabilities, helping them navigate their educational and professional journeys.

Media Recommendations

Understanding and advocacy can also be enhanced through various forms of media. Here are some recommended movies, podcasts and books that provide valuable insights into the experiences of individuals with disabilities:

Movies

• Crip Camp (2020)
• Vision Portraits (2019)
• The Gang of 19-History of the ADA Movement (2018)

Podcasts

• The Disability Visibility Podcast
• Varrier Free Futures
• Power Not Pity
• Down to the Struts

Books

• Disability Visibility by A. Wong
• Black Disability Politics by S. Schalk
• Being Heumann by J. Heumann
• Care Work: Dreaming Disability Justice by L.L. Piepzna-Samarinha

For additional information or assistance, please reach out to the Office of Accessibility Services or explore the numerous resources listed in this guide. Your journey is important, and many are here to help you every step of the way.

The following information is also available in a downloadable PDF.

Point Park University Student Organization

Asian American Pacific Islander Union

The Asian American Pacific Islander Union is a student-led organization looking to improve the experience for Asian students at Point Park University. They strive to raise awareness and bring change towards Asian struggles and plights on campus, as well as provide opportunities for Asian students to connect with each other and their heritage.

Community Resources

The Pittsburgh Chinese Cultural Center is a non-profit organization that promotes the awareness of Chinese culture and appreciation of Chinese immigrants into the Pittsburgh community, and supports relations between Pittsburgh and China.

The Asian American Chamber of Commerce of Pittsburgh is dedicated to providing access and opportunities to numerous Asian american business owners and professionals. Their membership also includes other minority groups, non-profit organizations and majority businesses.

Rangoli Pittsburgh is a community organization dedicated to creating community for and uplifting the voices of LGBT+ South Asians in Pittsburgh.

National Resources

Asian American Legal Defense and Education Fund

The Asian American Racial Justice Toolkit

Asian Americans Advancing Justice

Stop AAPI Hate

Media Recs 

Movies

• Island of Warriors (2014)
• Patsy Mink (2008)
• Golden Gate Girls (2014)
• Fanny: The Right to Rock (2021)

Podcasts

• Asian Enough
• Dear Asian Americans
• Deep Pacific
• Korean American Perspectives

Books

• They Called Us Exceptional by P. Gupta
• Beautiful Country by Q.J. Wang
• Crying in H Mart by M. Zauner
• Another Appalachia: Coming Up Queer and Indian in a Mountain Place by N. Avashia

The following information is also available in a downloadable PDF.

Point Park University Student Organization

Black Student Union

The mission of the Black Student Union is to not only serve as the voice of the BI-POC (Black, Indigenous and People of Color) community at Point Park University but to provide resources, an outlet, and a safe space within the Point Park community. 

Community Resources

African American Chamber of Commerce

African American Leadership Association

The Black Political Empowerment Project

Executive Action and Response Network

Pennsylvania Diversity Council

Poise Foundation

The Urban League of Greater Pittsburgh

National Resources

NAACP

National Pan-Hellenic Council

National Association for Equal Opportunity in Higher Education

National Black Justice Coalition

National Urban League

The Steve Fund

Rest for Resistance

Therapy for Black Girls

Black Emotional and Mental Health Collective

Live Another Day

Black Men Matter

Media Recs

Movies

• When They See Us (2019)
• #blackAF (2020)
• Moonlight (2016)
• 13th (2016)
• I Am Not Your Negro (2017)
• The Immortal Life of Henrietta Lacks (2017)
• Nope (2022)

Podcasts

• Code Switch NPR
• Black History Year 
• Black Men Can't Jump (In Hollywood)
• Pod Save the People
• AfroQueer
• Strong Black Lead

Books

• The Hate u Give by Angie Thomas
• Why Are All the Black Kids Sitting Together in the Cafeteria by Beverly Daniel Tatum
• Kindred by Octavia Butler
• Faces at the Bottom of the Well by Derrick Bell
• Bad Feminist by Roxanne Gay
• Black No More by George S. Schuyler

This content is available in a downloadable PDF. 

Navigating through the academic journey can be challenging, especially for Latinx and Hispanic students who often find themselves balancing cultural identity with educational pursuits. To support and empower you, we’ve compiled a comprehensive guide to valuable resources, cultural organizations and supportive networks. This guide will help you connect with your heritage, access crucial support and thrive both personally and academically.

Point Park University Student Organization

LatinX Student Association

The LatinX Student Association at Point Park University is a student-led group dedicated to improving the experience of Latinx students on campus. The association focuses on raising awareness about Latinx struggles and providing opportunities for students to connect with each other and their heritage. Their efforts include organizing cultural events, advocacy initiatives, and networking opportunities.

Cultural Organizations and Community Resources

Connecting with cultural organizations can provide a sense of belonging and offer vital support. Here are some key organizations:

Latin American Cultural Center (LACC)

The Latin American Cultural Center (LACC) is an outreach initiative of the Latin American Studies Association (LASA). Based in Pittsburgh, PA, since 1986, LASA is a non-profit organization comprising nearly 14,000 scholars and students dedicated to Latin American studies. LACC serves as a hub for cultural exchange and educational activities, promoting a deeper understanding of Latin American cultures.

Casa San Jose

Casa San Jose serves as a vital resource center for the Latino community in Pittsburgh. Their services include weekly clinics, food pantries, summer camps, community meetings, and Know Your Rights sessions. Casa San Jose provides a welcoming and supportive environment, ensuring the community has access to essential resources and opportunities for growth.

Pittsburgh Metropolitan Area Hispanic Chamber of Commerce (PMAHCC)

The Pittsburgh Metropolitan Area Hispanic Chamber of Commerce (PMAHCC) is the leading advocate for the Hispanic business community in the region. PMAHCC works to promote the civic and economic interests of Hispanic businesses, offering networking opportunities, business development resources, and advocacy support.

Pittsburgh Hispanic Development Corporation (PHDC)

The Pittsburgh Hispanic Development Corporation (PHDC) is a community development organization focused on racial equity in the Pittsburgh metropolitan area. PHDC provides resources and support for Hispanic businesses and community initiatives, working to create a more inclusive and equitable environment.

National Resources

Accessing national resources can provide additional support and opportunities for Latinx and Hispanic students. Here are some key organizations to explore:

Amnesty International advocates for human rights and social justice.

Congressional Hispanic Caucus Institute offers leadership development programs and scholarships.

Hispanic Heritage Foundation provides educational and career opportunities.

League of United Latin American Citizens (LULAC) focuses on advancing the economic condition, educational attainment, and civil rights of Hispanic Americans.

UnidosUS is the largest Latino advocacy organization in the United States, promoting social change and equity.

Media Recommendations

Staying informed and connected with your culture can be both educational and inspiring. Here are some media recommendations, including movies, podcasts, and books:

Movies

• Latino Vote: Dispatches from the Battleground (2020): A documentary exploring the impact of Latino voters in the U.S. political landscape.
• Palante, Siempre, Palante! The Young Lords (1996): Chronicles the history of the Young Lords, a Puerto Rican nationalist group.
• The Latino List (2011): Features interviews with influential Latino figures sharing their personal stories.

Podcasts

• NPR’s Alt Latino: Explores Latinx culture through music, stories and interviews.
• Port of Entry: Delivers stories from the U.S.-Mexico border, highlighting the complexities of border life.
• La Brega: A narrative podcast that delves into Puerto Rican history and culture.

Books

• Wild Tongues Can’t be Tamed by S. Fennell: A collection of essays exploring Latinx identity.
• Finding Latinx: In Search of the Voices Redefining Latino Identity by P. Ramos: An exploration of diverse Latinx identities across the United States.
• My Broken Language by Q. Hudes: A memoir reflecting on the author's upbringing in a Puerto Rican family.

Empowering Latinx and Hispanic students means providing access to resources, community support, and opportunities for cultural connection. This guide aims to be a roadmap for your journey, helping you navigate academic life with confidence and pride in your heritage. Remember, you are not alone; there is a vibrant community ready to support and uplift you. Embrace these resources, connect with your peers, and take pride in your unique identity.

The following information is also available in a downloadable PDF.

Navigating college life can be a challenging experience, but for LGBTQ+ students, finding supportive resources is key to thriving in a new environment. Point Park University is committed to creating an inclusive and supportive community for all its students, including those who identify as LGBTQ+. This page explores the resources available to LGBTQ+ students at Point Park University, focusing on Point Park-specific resources, community resources, national organizations, and the role of the Gender & Sexuality Spectrum Alliance (GSSA) in fostering a supportive campus environment.

LGBT+ Resource Guide

This LGBT+ Resource Guide at Point Park University is a valuable tool designed to assist students in discovering the resources and support systems available to them. If you are looking for resources not mentioned in this guide, please do not hesistate to reach out to Tessa Chafin at tchafin@pointpark.edu.

Community Resources

Point Park University provides access to several community resources aimed at supporting the well-being of LGBTQ+ students:

Allies for Health and Wellbeing envisions a healthier community where everyone can access holistic care in a respectful setting, free of stigma and discrimination.

The Persad Center is dedicated to improving the well-being of LGBTQ+ and HIV/AIDS communities in Western Pennsylvania.

PGH Equality Center promotes education, advocacy, and social justice for all LGBTQIA+ people and allies in Western Pennsylvania.

SisTers PGH is a black and trans-led nonprofit organization that serves the transgender community of Southwestern Pennsylvania.

AIDS Free Pittsburgh is a public health movement to end the HIV epidemic in Allegheny County by 2030.

National Resources

In addition to local resources, here are several national organizations that provide advocacy, support, and legal assistance to the LGBTQ+ community:

The American Civil Liberties Union defends individual rights and liberties.

The Human Rights Campaign advocates for LGBTQ+ equality.

The Trevor Project provides crisis intervention and suicide prevention services to LGBTQ+ youth.

Lambda Legal focuses on civil rights for LGBTQ+ people and those with HIV through impact litigation, education and public policy work.

The National Gay and Lesbian Chamber of Commerce promotes the economic growth and development of LGBTQ+-owned businesses.

Gender & Sexuality Spectrum Alliance (GSSA)

The Gender & Sexuality Spectrum Alliance (GSSA) at Point Park University plays a crucial role in fostering a supportive community for LGBTQ+ students and their allies. The GSSA provides a safe space for students to connect, socialize and learn about LGBTQ+ issues and identities. Their meetings are not only opportunities to hang out but also platforms for advocacy and education.

One of the key objectives of GSSA is to advocate for policies that better support LGBTQ+ students at Point Park University. By working towards creating a more inclusive and accepting campus environment, GSSA helps protect students from prejudice based on sexual orientation and gender identity.

LGBTQ+ Media Recommendations

Here are some recommended movies, podcasts, and books that explore LGBTQ+ themes and stories:

Movies

• Disclosure (2020): A documentary on the representation of transgender people in media.
• The Death and Life of Marsha P. Johnson (2017): A film exploring the life and mysterious death of LGBTQ+ rights activist Marsha P. Johnson.
• Paris is Burning (1990): A documentary about the drag ball culture in New York City.
• Equal (2020): A docuseries highlighting the pioneers of the LGBTQ+ rights movement.

Podcasts

• LGBTQ&A: Interviews with LGBTQ+ individuals sharing their stories.
• Queery: Conversations with diverse members of the LGBTQ+ community.
• Queerology: Exploring the intersection of queer identity and faith.
• Queer Movie Podcast: Discussions on LGBTQ+ films and representation in cinema.

Books

• Giovanni’s Room by James Baldwin: A classic novel exploring themes of sexuality and identity.
• Sister Outsider by Audre Lorde: A collection of essays and speeches by the renowned poet and activist.
• Orlando by Virginia Woolf: A groundbreaking novel that delves into gender fluidity.
• The New Masculinity by Alex Manley: An exploration of modern masculinity.
• The Color Purple by Alice Walker: A powerful story about the lives of African American women in the early 20th century.

Point Park is deeply committed to supporting the LGBTQ+ community. We strive to ensure that all our students can succeed in their professional, personal and academic endeavors. If there are any ways we can better support you or your loved ones, please don't hesitate to reach out. Together, let's make Point Park a place where all feel they belong!

Supporting LGBTQ+ Students 

Inclusive support for our LGBTQ+ students is the key to unlocking their pathway to success. 

Specific Questions? 

Office of Diversity, Belonging and University Training Website: pointpark.edu/deib 

Email: tchafin@pointpark.edu 

Phone: 412-392-4771 

Off-Campus Resources: 

The Trevor Project

GLAAD 

Human Rights Campaign

Pittsburgh Equality Center 

Persad Center

Actions to Take 

Educate Yourself 

Attending trainings is a great way to educate yourself on issues related to the LGBT+ community, however, it is not the only way! Since the vernacular and the best practices associated with this community are constantly evolving, it is important to take the time to take on some of the education yourself. If you are ever at a loss where to start, feel free to contact us! 

Be a Safe Space 

Use what you learn to create a space where everyone can be their most authentic selves! This is important both inside and outside the classroom. 

Use Colleagues’ Pronouns Correctly and Consistently 

By using pronouns correctly and consistently, you can show your care and respect for the people around you. Mistakes may happen, but it is important to apologize for them and work to fix them. 

Advocate for LGBTQ+ People 

Stand up for best practices inside and outside the classroom. For students to be as successful as possible, they have to be able to be themselves. Do your part to make sure that that is possible. 

Be a Visible Ally When Working with LGBTQ+ Students 

Wear your support loud and proud! Not only does this leave no question that you are someone students can come to for support, but it also sets an example for how your colleagues and peers should act. 

Safe Zone Trainings 

Purpose: This training will give faculty, staff, and students a better awareness and understanding of LGBTQ+ people and provide the tools to better support our LGBTQ+ students and peers. 

Details: Check Pointsync for upcoming training sessions. 

Pronouns 

Pronouns are the words people use to refer to themselves or others, without using a proper noun. Respecting pronouns is a crucial part of affirming someone’s identity. Some pronouns that you may recognize include: 

• He/Him/His
• She/Her/Hers
• They/Them/Theirs
• They/He/She (used interchangably)
• Ze/Hir/Hirs

Important Points to Remember! 

People can define what pronouns work best for them; there is no objective rule of thumb for what pronouns someone can use. A person might choose not to use any pronouns at all or just their name. 

Some people use more than one set of pronouns to describe themselves and will let you know if they want you to use them interchangeably or at specific times. 

If you make a mistake and misgender someone, please correct your mistake and share a private apology with the person you misgendered. 

Create an Inclusive Syllabus 

A syllabus is an opportunity to outline the overall structure of your course and to convey your expectations for inclusivity. 

Along with information about texts and topics, the syllabus may also convey your expectations on course interaction and what you want students to know, learn to do, and appreciate by the end of the course. A comprehensive syllabus is important for students to understand what they need to do to succeed. 

Share your expectations 

Clearly stating learning outcomes, assessment criteria, participation expectations, group work, and office hours information can help all students. Being transparent about these expectations is especially helpful for learners without prior knowledge of the University’s expectations. It also can help normalize the University experience for students. Some suggestions to consider incorporating in your syllabi include: 

• Be transparent about the structure of your course. Write and explain specific, measurable, achievable and transparent learning goals for the course. Link these learning goals to course assessments. 

• Publish your office hours and encourage students to meet with you at least once during the quarter. 

• Share your expectations on student behavior during discussions, group work and/or lab interactions. 

• Explain your assessment criteria, including the weights of the assignments and opportunities for improvement. 

Make texts accessible 

Consider using the ISBN numbers with your textbook titles. This addition will allow students with disabilities to find versions that fit their needs. It also allows students to find lower-cost texts. 

Use your syllabus to welcome students 

Diversity and disability statements show that you value and respect diversity and create a sense of belonging for underrepresented students. A diversity statement also emphasizes an understanding that difference is a necessary precursor to cultivating an atmosphere of open intellectual exchange and lets students understand the climate you hope to achieve. 

Point Park Diversity Statement: 

As an institution of higher education, Point Park University recognizes its responsibility to create and maintain an environment that affirms the diversity of people and ideas. Point Park University embraces, supports, and actively pursues a policy of inclusiveness that recognizes, values, and reflects the diversity of the community we serve and the world in which we live. 

To thrive as an academic institution, we believe we must foster a learning and working environment that encourages multiple perspectives and the open exchange of ideas in an unbiased and non-prejudicial way. Our commitment to diversity will make Point Park a welcoming place providing students, faculty, and staff with many opportunities to learn from each other. 

To this end we strive to attract students, develop curriculum, diversify our faculty, and staff, and offer support services. We are consciously guided by our quest to achieve broad inclusiveness and afford equal opportunity to all without regard to gender, race, ethnicity, national origin, religion, age, socioeconomic background, sexual orientation, or physical ability. 

Point Park University will vigorously pursue its diversity goals. As an institution, we are committed to accountability in our progress in making Point Park University a more diverse and inclusive community. 

Students with Disabilities Statement Example: 

I recognize that students in this class include people with a wide range of visible and invisible disabilities—cognitive, learning, emotional, psychological, and physical—and I welcome all students of various backgrounds and abilities. If there are circumstances that make our learning environment and activities difficult, please contact the Office of Accessibility Services at accessibility@pointpark.edu to explore reasonable accommodations. 

Students in Need Statement Example: 

Students facing challenges securing food or housing who believe this may affect their performance in the course are urged to contact Tessa Chafin at tchafin@pointpark.edu to get connected to support. 

Reduce Anonymity 

Consider getting to know your students to help them better connect with you and each other. Here are some things to try in class: 

• Introduce yourself on the first day of class. 

• Explain why you teach this course and why you chose your discipline to investigate the world, which helps students orient themselves to your discipline and your academic passions. 

• Learn students’ names, how they like to be referred to, how to pronounce their names, and one of their interests relevant to the course. Think about incorporating students’ interests into your lectures and examples. This can help students connect new concepts to their prior knowledge and experiences. 

• Learn why students are taking the class and their experience with the subject matter. Refer to this information when you interact with students and use it to set an appropriate level for your lectures. 
• Make yourself available to students by arriving early for class, staying a little late, and encouraging students to see you during office hours. Maintaining flexibility will ensure all students can receive support, regardless of their personal and professional responsibilities. 

Assess Student Backgrounds 

Students enter our classrooms with varying skills, knowledge, values, and social and emotional experiences that influence how they engage in learning. Try to understand some of their starting points. 

Students’ knowledge of disciplinary content and skills can differ greatly. For example, an International Baccalaureate student may have a different experience with higher-level chemistry than an Advanced Placement student. Also, an international graduate student who has lived in the United States for less than a year may have a different level of English-speaking skills than students who have lived in this country their whole lives. It is thus helpful to assess students’ backgrounds. 

In addition, students arrive with various experiences that can impact the way they learn and how they interact in the classroom. For example, whether they interrupt or wait to be acknowledged could be due to lessons learned from adults at home. Some students may answer questions with lengthy responses because they attended small schools and are used to interactive teaching, while other students who went to large high schools may respond briefly. 

Learn more about students by offering to talk with them during office hours or organizing a class activity that allows students to provide autobiographical information. 

Set Classroom Norms 

Consider setting classroom norms to create a productive atmosphere. 

Create guidelines for discussions, participation, and interaction to signal to students that their contributions are key to learning engagement. Help students understand that classroom discussions provide an opportunity for them to develop communication skills and learn the value of collective exploration. 

If there is time, create norms with students. If not, state classroom norms on your syllabus and/or present your principles of conduct on the first day. When setting norms with students, consider these elements: 

• Share your expectations for participation. Explain the role of collaborative learning, lectures, lab groups, and/or discussions. 

• Establish rules of classroom engagement with your students. Do you want students to raise their hands, speak freely, refer to each other by name, or introduce themselves before making a comment? 

• Decide together how disagreements will be handled. 

• Explain how you would like to be addressed and invite students to do the same. 

You can also share some principles with students, discuss what each of the principles mean, and explain how they will be exercised in your course. Here is an example of a set of three principles that can be discussed with students on the first day: 

• Be respectful by actively listening, seeking to understand comments, and critiquing ideas (not people). 

• Be engaged by sharing your knowledge, coming prepared, and cooperatively working with your colleagues. 

• Exercise intellectual curiosity and humility by asking questions, taking risks, and acknowledging times when you do not know an answer. 

Communicate That All People Can Learn 

In your polices, language, and approaches, try communicating that all people can learn. 

Growth and fixed mindsets are concepts developed more than 30 years ago by psychologist Carol Dweck, and they describe the underlying beliefs people have about learning and intelligence. When people believe that they are unable to learn something (for example, a belief that “I’m not good at math”), they may fail to try. However, when people recognize that they can get smarter, they will likely put in extra time and effort that can lead to higher achievement. Dweck argues that students’ intellectual abilities thus can be developed by understanding the malleability of intelligence, identifying challenges, applying the right strategies, and persisting through difficulties.

You can specifically promote a growth mindset by: 

• Explaining to students what it takes to perform well in the class. 

• Sharing that success is developed over time. 

• Providing opportunities to practice new skills and concepts. 

• Giving constructive feedback.

Attend to Terminology 

Try using terms for groups of people that are currently accurate and inclusive of various identities. 

• Learn how to refer to different demographic groups. For examples, many people prefer the term people of color to minorities. African American may be a preferred term, while Caribbean or African students may want to be called Black. American students of Mexican ancestry may prefer Chicano/a, and others may prefer Hispanic or Latina/o/x. Some students with disabilities prefer to be listed as a person first while others identify with a disability. 

• Whenever possible, use non-gendered terms. For examples, refer to folks, people, and actors instead of men, women, and actresses. 

• Use parallel terms. For example, if you say men, then also say women and not girls. 

• When referring to religion, use specific names of places of worship. 

Monitor the Climate 

You may periodically ask students whether the classroom supports their learning and adjust as needed. 

During the third and eighth weeks of the quarter, consider asking students for anonymous responses to questions such as: 

• Do you find that all students are called upon equally to participate in our course? 

• What makes it easy or difficult for you to contribute your ideas to discussions, projects, and group/lab activities in this class? 

• Do you think your race, ethnicity, gender, sexuality, class, or migrant status affects your interactions with the instructor or students in the class? How? 

• Do you have suggestions for encouraging open and candid interactions? 

Foreword 

The purpose of this document is to: 

• Consider DEIB during the planning process and goals for events. 

• Embody Point Park University’s values to build an inclusive and diverse community. 

• Offer a launching point for consideration and discussion. 

• Help you center the needs of marginalized communities when planning events, regardless of topic or audience. 

• Help event planners plan and curate events that are accessible to many stakeholders and attendees. 

• Hold you and your colleagues accountable for fulfilling DEIB values. 

• Affirm that the core of events is about hospitality and making people feel welcomed and engaged. 

The Audience for this document is anyone who plans events at Point Park University—administrators with event planning responsibilities, student club leaders, alumni volunteers and more. 

This is a guide to help your planning process. DEIB issues and best practices are constantly changing and evolving, and your learning should be continual to keep up. Not everything in this guide may be applicable to every event, but it can be used as a launching point for discussion. 

To ensure that everyone reading this guide uses a shared vocabulary, please refer to the Office of Diversity, Belonging, and University Training’s section on terminology. 

Event Organizer Responsibilities: 

Ask Yourself: 

• Who is organizing the event and whom is it for? 

• Does the representation of the planning committee fit the needs of this event? 

• How will the focus on DEIB be emphasized? 

Recommended Practices 

• Prior to hosting an event, set up a vetting process around the program's purpose and the target audience. Having a diverse group of individuals review the motivation and structure of programs allows organizers to identify any misguided motivation or unintended messaging. 

• Part of this vetting process could mean creating a planning committee representing the audience and stakeholders. If your planning committee does not currently have a wide range of representatives, pause before moving forward and get more voices to the decision table. 

Representation

Ask yourself: 

• Is there diversity within my panelists/speakers/presenters/facilitators? 

• Do the presenters represent diverse thoughts and perspectives? 

• Does the committee that selects the presenter also reflect diverse thoughts and perspectives? 

Recommended Practices 

Diverse speakers can enrich events and lead to more robust conversations. Your planning committee should determine a selection process for panelists, presenters, and facilitators to acknowledge and address any lack of diversity. The people on your agenda should represent people from/with varying: 

• Abilities 

• Ages 

• Area of expertise 

• Campus status 

• Familial responsibilities 

• First language 

• Gender 

• Indigenous communities 

• Political viewpoints 

• Racial and ethnic identities 

• Religious beliefs 

• Regional locations

Venue 

A venue can say as much about an event as the program. Consider the history of the venue, as it can send an unintended message to your audience. During the venue selection process, discuss with the venue point of contact: 

• Does the venue meet the ADA standards for physical accessibility? 

• If so, are the accessible entrances are equitable and welcoming? 

• Does the venue offer gender-neutral restrooms or is it open to designating specific restrooms as gender-neutral? 

• Does the venue provide designated rooms or spaces (lactation room, prayer room, quiet room), especially for longer events such as conferences? 

Food and Beverage 

Food and beverage can be a key signal about how welcoming and inclusive your event is: 

• Ask for dietary requests and needs in advance. Based on your expected attendance, consider offering Kosher, Halal, vegetarian, vegan, dairy-free, and gluten-free options. 

• If you have a bar, be sure to offer equitable non-alcoholic options. 

Advertising and Communications 

Ensure that event promotion, in both written and visual formatting, is inclusive. Additionally, be sure to be proactive about communicating what accommodation(s) you will have in place. Expecting individuals to convey their accessibility needs is a barrier to authentic inclusion and can discourage attendance or participation. 

• Provide a way for guests to make additional accommodation requests. 

• Be prepared to provide those accommodations to the fullest extent possible. 

• For in-person events, consider providing guests with a guided map or description of the physical accessibility details of your event venue. For example: accessible entrances and the location of accessible bathrooms. 

• For virtual events, include a description of the event platform or format and the technology needed. 

Content and Materials 

It is important to provide the content and materials in accessible ways to ensure we are creating an inclusive environment for everyone to participate. 

At Event

Event Set-Up 

• Be mindful of accessibility when setting up your spaces. This includes considering pregnant attendees, attendees with disabilities, attendees with mobility issues, older adults, etc. 

Video Recording/Photography 

• Post notices if video recording or photography will be occurring at the event. 

• Be thoughtful about how to capture audience participation if they did not agree to be recorded in advance. 

During the Program 

• Recognize the unseen labor that went into the event (caterers, student employees, etc.) 

• Use inclusive introductions that include: 

• Set ground rules at the start of the conversation 

Content Warnings for Sensitive Material, Including Images and Discussion 

Prior to hosting an event, showing a film or clip, reading an excerpt, etc., it is good practice to inform the audience members if something sensitive in nature will be discussed or shown. This acknowledgment allows participants to make their own, informed decision about how and in what ways they would like to engage. 

After the Event 

Post-event communications

• Consider making resources available to participants during or after the event. 

• If sharing a recording of an event, ensure there are closed captions. 

• If sending a post-event survey, consider asking a question about inclusion and accessibility at the event. 

• If something goes wrong during the event for any attendees, acknowledge and recognize the issue as soon as possible and apologize if necessary. 

Debrief 

• Be sure to take the time to debrief on your event and measure its success against your internal goals. Apply lessons learned to future events. 

• Share your experiences and learning with other event planners. 

• Consider how to use data and metrics to assess reaching your DEIB goals. 

• Continue to educate yourself about DEIB issues and best practices. 

Assisting Students and Promoting a Culture of Well-Being

Become familiar with signs that may indicate an individual needs support 

Students experience a wide variety of challenges that produce stress. In more severe instances, stress may lead to distress or crisis when it begins to impact or disrupt daily functioning. A student in distress may present changes in their behavior, mood, cognition, physical appearance, or verbally indicate issues.

 Students in distress may:

• Present as irritable, sad, unduly anxious, withdrawn, confused, lacking motivation or concentration, seeking constant attention, showing lack of hygiene, or demonstrating bizarre, erratic, or concerning behaviors including references to self-harm. 

• A student in crisis may exhibit similar behaviors as a student in distress as well as other behaviors that may indicate concern for well-being and safety. A student in crisis warrants more immediate follow-up. 

Students in crisis may:

• Exhibit similar behaviors to distressed students with escalating concerns, which may include behavior that is reckless, fixated, disorderly, aggressive, threatening, and dangerous to self or others.
• Interfere in the learning environment with behaviors that are reckless, disorderly, aggressive, defiant, destructive, threatening, and dangerous to self or others. 

Responding to Students:

• Acknowledge the parallel stressors facing students and faculty, especially during times of trauma and uncertainty. 
• Be accessible to students and let them know they can share challenges with you. 
• Become familiar with how and when to refer students to university resources. 
• Emphasize the importance of well-being and self-care, and acknowledge it may be hard to attend to well-being in environments that emphasize competition and achievement. 

Conversation Starters for Students and Employees

Students in your courses or working in your office may also approach you for help. This is a good sign that they trust you. As faculty and staff, sometimes we are so worried about saying the wrong thing that we do not say anything. Simply showing that you care and that you can connect them to the appropriate resources goes a long way. 

• “How are you? Are you ok?” 

• “I’ve recently noticed…” 

• “I remember dealing with that when I was a student. What would be helpful?” 

• “I may not know the answer, but I want to support you and connect you with the right resources on campus.”

Reporting Concerns

• Always report serious or persistent inappropriate behavior to the Office of the Dean of Students. 

• Safeguard the student’s privacy rights. 

• Keep Student Care and Assistance and the Threat Assessment Team informed of new concerns. 

When to consult with another resource: 

• Anytime you are not sure how to handle or approach the concerns 

• Student keeps coming back and is not following through on referrals 

• Increasing complexity in concerns

When to refer students to another resource: 

• You are providing more “counseling” than “advising” 

• Problems or requests are outside of your scope 

• Issue would benefit from additional support and staff members 

• Behavior shows no improvement or worsening 

Assisting Victims of Sexual Assault, Dating Violence, or Stalking 

Assisting Students Who Experience Sexual Harm

Sexual harm includes any conduct covered by the university's Policy on Sexual Harassment and Sexual Misconduct, encompassing sexual harassment, sexual misconduct, dating/domestic violence, or stalking.

Clarify: 

• BE UP FRONT about your ability to maintain confidentiality. Offering confidentiality, which you cannot keep, will undermine trust, so know your reporting responsibilities. 

• COMMUNICATE that sexual violence is never the responsibility of the survivor. 

Listen: 

• WITHOUT JUDGEMENT 

• RESPECT THEIR CHOICES. This includes what and how much they disclose, what services are needed, and whether to report to law enforcement or university officials. 

• DON’T ASSUME that physical contact, even a gentle touch or hug, will be comforting. 

Check: 

• ASK if they have safety concerns. Be ready to connect them with someone who can help with safety planning. Point Park University Police Department can assist with safety concerns and provide reporting options. 

Refer: 

INFORM the student about confidential support and advocacy services: 

• Point Park University Counseling Center 

• Office of Compliance and Integrity 

• Pittsburgh Action Against Rape 

Report: 

• FOLLOW THROUGH if you have reporting responsibilities. The policy may require that you notify the Office of Compliance and Integrity. The complete Policy can be found at https://www.pointpark.edu/studentlife/titleix/index.

Laws and Codes

Privacy Laws and Confidentiality: 

The Family Educational Rights and Privacy Act (FERPA) permits communication about a student of concern under the following circumstances: 

• Point Park may disclose personally identifiable information from an “educational record” to appropriate individuals in connection with a health or safety emergency. Information may be released to parents, police, or others, if knowledge of the information is necessary to protect the health or safety of the student or other individuals. 

• Information can be shared with university personnel when there is a specific need to know and should be limited to the essentials of university business. 

• Observations of a student’s conduct or statements made by a student are not “educational records” and are therefore not protected by FERPA. Such information should be shared with appropriate consideration for student privacy. 

Student Handbook 

The Student Handbook helps students learn and grow to become the best version of themselves. Pioneers are expected to positively contribute to the community and beyond. The Student Handbook establishes a framework to ensure our Pioneer community achieves and upholds the goals and values of Point Park University. The university is committed to due process and fairness when applying these rules and engaging in the Student Conduct Process. When you become a Pioneer, you agree to understand and abide by the rules listed in the code, recognizing that this document helps us maintain a safe, healthy, respectful, and supportive community, embodying the meaning of being a Pioneer. 

The term “First-Generation Student” was coined by the Council for Opportunity in Education in 1980. First-generation college students, or "first-gen" students, are the first in their families to attend college. This demographic often faces unique challenges as they navigate the unfamiliar terrain of higher education. 

Understanding the experiences and needs of first-gen students is crucial for educators to provide effective support and foster their academic success. This guide aims to explain what first-gen students are and offers practical strategies for supporting them in their educational journey. 

What are First-Generation College Students? 

First-generation college students are individuals whose parents or guardians have not completed a bachelor's degree. These students may lack familial guidance and familiarity with the college application process, academic expectations, and campus resources. As pioneers in their families, they often confront various socio-economic, cultural, and psychological barriers throughout their college experience. 

Challenges Faced by First-Gen Students: 

• Limited Access to Information: First-gen students may lack access to information about college applications, financial aid, and academic support services. 

• Financial Strain: Financial constraints can hinder first-gen students' ability to afford tuition, textbooks, housing, and other essential expenses. 

• Cultural Adjustment: First-gen students may experience challenges adjusting to the academic and social culture of college, including unfamiliarity with college norms and expectations. 

• Imposter Syndrome: Many first-gen students struggle with feelings of self-doubt and inadequacy, fearing they do not belong in academic environments. 

• Lack of Role Models: Without familial role models who have pursued higher education, first-gen students may feel isolated and unsure about their academic and career paths. 

Strategies to Help First-Generation Students Succeed 

• Make no assumptions: Do not assume that students know how to navigate what you may think is a simple or less complex procedure, system or policy. In addition to providing an explanation for how to navigate these things, help students understand the “why” behind them. Do not assume that all first-gen students are proud the share this identity with others (it takes some student longer to realize this is something we celebrate) or even know they are first-gen. Do not assume that all first-gen students share the same experiences and identities. 

• Allow space for flexibility: Practice empathy whenever and wherever possible. Develop policies, due dates, and meeting times/office hours that are flexible. Consider changes in student demographics and familial obligations and consider who these may impact student's academic responsibilities. For example, let students know that if they have a sick child or family member, you will be willing to work with them to make up missed work due to family care needs. 

• Clarity matters: Be mindful of clarity in your instructions and expectations; remember that some words or phrases have dual meanings. For example, don’t just say, “Come to my office hours.” Instead, explain what these are, why they are important, what students can expect/what they should bring with them, and how students can still meet with you in the event that they are available during your scheduled office hours as none of this may be clear to some of your students. 

• Language matters: when it comes to terminology, assume that most students, especially first and second-year students, are not familiar with terminology that is specific to your discipline, department, or even higher education. Help students demystify higher education. Refrain from using too many confusing acronyms or terms on their own. Keep in mind that students need to learn this information to successfully navigate college and professional careers, so do not omit it completely. Instead, provide context and explanations of what you are referencing. And do this often, not just at the beginning of the semester when students are often overwhelmed with new information. 
• Introduce yourself: Clear up any confusion that students may have about how you expect or want to be addressed and ask them about their preferences as well. 

• Encourage help-seeking behaviors: Emphasize the importance of seeking help early and often and give examples of what help-seeking behaviors students should engage in, not only for your course but personal wellness in general. Point out that students who ask for help are taking necessary steps to be successful in college. If a student is struggling in your class, connect them with resources. 

• Lean into your students: If something seems off or is worrisome, check in with the student. If you do not feel comfortable doing this or need additional help, visit Point Web to submit an early alert. https://pointweb.pointpark.edu/ICS/Retention/ 

The number of students with learning differences attending college is rising. However, many staff and faculty members do have the benefit of being trained in how to work with these diverse learners. Additionally, students who face learning difficulties vary in their need for support. This spectrum of needs can lead to uncertainty for staff who are attempting to provide accommodations for their work with students. Our goal is to have staff and faculty feel equipped and knowledgeable about ways to design course/programs while considering learning differences of all students. 

It has been found that neurodiverse and Autism Spectrum Disorder (ASD) students can vary in their levels of functioning among key academic skill areas such as: 

• Communication Skill: difficulties may occur with individual’s receptive or expressive communication. Some of these differences are subtle and can lead to misunderstandings that are misinterpreted by the receiver. 

• Social Skills: including problems understanding other perspectives, sharing space, and making eye contact. Individuals may not understand the “unwritten rules” or etiquette of the classroom. 

• Sensory Differences: individuals may have an oversensitivity/under sensitivity to environmental stimuli (e.g. sights, sounds, smells). 

• Motor Skills: differences in abilities to write, draw, and turn pages may vary. Some students may experience additional challenges with walking, running, sitting, and/or balancing. 

• Coping Skills: individuals who experience the above concerns can also suffer from anxiety and stress. Sensory sensitivities, social and communication expectations, transitions, and unexpected changes often trigger these feelings. 

There are particular considerations that can promote a more inclusive and inviting learning environment. For example,: 

• Due to auditory processing concerns, be mindful of the pace of the instruction. Stopping and sharing examples or asking questions can allow students to maintain focus on the current topic of discussion. Students with auditory processing challenges also benefit from having all relevant information provided to them visually on presentation slides or handouts. 
• Clarify messages that are literal and those which may have meaning beyond the words expressed. Students with learning difficulties may struggle with the interplay and iterations of words expressed with meaning beyond what is explicitly stated. 
• Whenever possible, add graphs, charts, and other visual representations of lecture content to your slides. These images will provide excellent examples of the concepts being taught to all students.
• Design courses and syllabi using Universal Design of Learning (UDL) principles. 

Generally, communication can be an area of relative difficulty for neurodiverse and ASD students in addition to students with behaviors consistent with ASD. For example, students may not know how to ask for help, may not check/respond to email as expected, and may struggle with self-advocacy. Instructors can promote better communication by explicitly encouraging students who have questions or concerns to see them after class when going through the syllabus, and by requesting the student meet with them when they observe that the students is failing to meet academic or behavioral expectations in class. It is important to remember that neurodiverse and ASD students in addition to students with behaviors consistent with ASD might have trouble initiating these conversations, and they can benefit from having their instructors take the first step in developing plans. 

Glossary of DEIB-Related Terminology 

• Accessibility: The ability to access the functionality of a system or entity and gain the related benefits. The degree to which a product, service, or environment is accessible by as many people as possible. 
• Ally: A person who is not a member of a marginalized or disadvantaged group but who expresses or gives support to that group. 
• Belonging: The feeling of acceptance, inclusion, and connections within a group or community. 
• Diversity: The presence of a wide range of characteristics and identities within a group, organization, or society. 
• Empathy: The ability to imagine what something might feel like for someone who experiences the world in a different way than you do. It involves showing sensitivity and responding to another's thoughts, feelings and experiences as though you were experiencing them yourself. 
• Equality: The state of being equal, especially in rights, opportunities and treatment, regardless of difference in race, gender or other characteristics. 
• Equity: Fairness and justice in the distribution of resources, opportunities and outcomes, considering the diverse needs and circumstances of individuals and groups. 
• Implicit Bias: Unconscious attitudes or stereotypes that affect one’s understanding, actions and decisions in an unconscious manner, often leading to discriminatory behaviors. 
• inclusion: The practice of creating environments where all individuals feel valued, respected, and empowered to fully participate. 
• Intersectionality: The complex, cumulative way in which the effects of mutiple forms of discrimination combine, overlap, or intersect, and their multiple effects on the same individuals or groups. It also refers to the view that overlapping and interdependent systems of discrimination and inequality can more effectively be addressed together. 
• Latinx: Used as a gender-neutral alternative to Latino or Latina to describe a person of Latin American origin or decent. 
• Masking: The act of concealing one's true thoughts, feelings or identity to conform to societal expectations or avoid discrimination. 
• Microaggression: Subtle, often unintentional actions or comments that convey hostility, bias or derogatory messages towards marginalized groups. 
• Neurodiversity: When neurological differences are recognized and respected as are any other kind of human differences or variations. These differences can include Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, and Tourette Syndrome. 
• Privilege: An unearned, sustained advantage that comes from race, gender, sexuality, ability, socioeconomic status, age, and other differences. 
• Race: A social construct used to categorize people based on physical characteristics such as skin color, hair texture, and facial features. 

-ISMs: 

• Ableism: Discrimination or prejudice against individuals with disabilities, often resulting in the marginalization or exclusion of disabled people from society. 
• Cissexism: Prejudice or discrimination against individuals whose gender identity does not align with their sex assigned at birth, often resulting in the marginalization of transgender and gender non-conforming people. 
• Classism: Discrimination or prejudice based on social class or socioeconomic status, often resulting in the marginalization of individuals from lower-income backgrounds. 
• Heterosexism: Prejudice or discrimination against individuals who are not heterosexual, often resulting in the marginalization of LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) individuals. 
• Heteronormativity: The assumption that heterosexuality is the norm or default sexual orientation, leading to the marginalization or erasure of non-heterosexual identities and relationships. 
• Racism: Prejudice, discrimination, or antagonism directed against individuals or groups based on race, ethnicity, or skin color, often resulting in systemic inequalities and injustices. 

Gender-Related Terminology: 

• Cisgender: Refers to individuals whose gender identity aligns with the sex they were assigned at birth. 
• Gender Expression: The external manifestation of one's gender identity, often expressed through behavior, clothing, and personal appearance. 
• Gender Identity: A person's deeply-felt sense of their own gender, which may or may not align with the sex they were assigned at birth. 
• Gender non-conforming: Refers to individuals whose gender expression or identity does not conform to societal expectations or norms associated with their assigned sex at birth. 
• Intersex: Refers to individuals born with physical sex characteristics that do not fit typical binary notions of male or female. 
• Nonbinary: Refers to individuals whose gender identity falls outside the traditional categories of male or female. 
• Sex assigned at birth: The classification of individuals as male, female, or intersex based on physical anatomy at the time of birth. 
• Transgender: Refers to individuals whose gender identity differs from the sex they were assigned at birth. 
• Transition: The process through which transgender individuals change aspects of their appearance, social identity, or physical characteristics to align with their gender identity. 

Sexuality-Related Terminology: 

• Aromantic: Refers to individuals who experience little or no romantic attraction to others. 
• Asexual: Refers to individuals who experience little or no sexual attraction to others. 
• Bisexual: Refers to individuals who are attracted to people of two or more genders. 
• Gay: Refers to individuals who are primarily attracted to people of the same gender. 
• Lesbian: Refers to women who are primarily attracted to other women. 
• Pansexual: Refers to individuals who are attracted to people regardless of their gender identity or expression. 
• Queer: An umbrella term used by some individuals to describe non-normative sexual orientations and gender identities, or as a political statement against heteronormativity.