Vol. 1, Issue 4, June 19, 2020

The Anti-Racist Pedagogy Issue

Welcome to CEETL CIRCLES—a newsletter by the Center for Equity & Excellence in Teaching & Learning (CEETL) to foster and support Pedagogies for Inclusive Excellence (we call these PIE) at SF State and beyond. 

Drawing of Jason Bell with a quilt and word trust
Jason Bell and Amy Smith, Associate Professor of Psychology, led the CEETL Teaching and Learning Community on Supporting Formerly Incarcerated Students.  

Illustration by Wei Ming Dariotis

Welcome Message 
Photo of Jason Bell
"To repair the torn quilt of trust... police forces must understand the communities they serve..."

Jason Bell, Executive Director, SFSU Project Rebound; Director of Program Development, CSU Project Rebound; Lecturer Faculty in Criminal Justice and Sociology 
Jason Bell suggests police reforms and pledges personal action as a teacher and a leader of Project Rebound. 

I was done at Tamir Rice. He was just so young. I appreciate that people are feeling that same level of frustration after witnessing George Floyd die. However, I truly wish that we all would have had enough after Rodney King, or even further back to Emmett Till, another Black child murdered. Often, Black folks are told to leave the past in the past and to only focus on the progress that has been made. But, I ask, what are we to do when there are incidents of extreme violence by contemporary police forces reminiscent of those by their structural antecedents, the slave patrols of the 1800s?

One of the callers in the Tamir Rice case clearly reported that he was a child, possibly with a toy gun. When Cleveland Officer Timothy Loehmann came to the scene there was no discussion, just an assassination. 
Tamir Rice reminds me of my own sons and the silly mistakes they make or my own experiences with the police, knowing that I was under their power and more than likely had no recourse against their will. Not to mention all of the countless reminders that police everywhere have the legal protections (qualified immunity) to get away with whatever they might do to my body.

The Tamir Rice case shows that our police are trained into a state of heightened fear rather than an understanding or love that could lead to diplomacy instead of violence. In order to repair the torn quilt of trust between law enforcement and the general public, police forces must understand the communities they serve and be provided mental health support for stress within the ranks.

As a long term representative of Project Rebound, a program that cultivates positive growth in people striving  to rediscover their foundations of peace and civic responsibility, I suggest these ways to mend the ripped quilt of social trust:

The public knows that policing is a high stress job, and for that I suggest routine mental health evaluations and support.  

At the same time, we must acknowledge the statistics that show the even scarier job is being a community member in this great nation. In 2019, 89 law enforcement officers were killed in line-of-duty incidents, while members of the general public who died at the hands of law enforcement number 1,098. For this I suggest, 
  • Development: In response to those numbers, police training has to change from being fear based to cultural-humility based. 
  • Defund Police=Refund the Community:  Stop making the police do work they were not trained to do, and instead support the social services that should be doing that work, such as mental health crisis networks and services for unhoused people. 
  • Reform the Narrative: “Bad apple” narratives imply individual officers are at fault, and punish them for doing what they have been trained to do and absolving the system from having to make reforms. Individual cases must be used as opportunities for collective reform. The current system not only conceals individual violent behavior, but also rewards collective violence; police institutions must protect whistleblowers rather than punishing them.
  • Assessment: We have to stop quantifying success in the courtrooms based on conviction rates, and police officer success based on arrests, and instead focus on conflicts that have been deescalated.

I personally pledge to work...

As a teacher: Developing neo-cognitivist pedagogy, which recognizes that people’s different life experiences shape their world views on common topics and creates a shared space for discourse in order to come to a synthesized perspective, despite those differences. In practice, this means inviting students to share their research and views on controversial topics, and facilitating difficult discussions around them.
As Project Rebound’s Program Director: Continuing to support formerly incarcerated students both directly and by helping establish and set up new campus Project Rebound chapters throughout the CSU.
As a member of this community: Revising the narrative in order to take back the power to define what matters.

Summer Faculty Development Offerings
CEETL Beetle mascot
"CARES-2 funding supports stipends for faculty development as we prepare to teach online in Fall 2020."  
CEETL invites faculty to participate in a rich program of faculty development opportunities that support equity and excellence in online teaching and learning. 

CEETL invites all faculty members teaching in the 2020-2021 academic year to participate in a comprehensive program of faculty development opportunities that support equity and excellence in online teaching and learning, especially as they inform resilient course design, quality online learning and teaching, and trauma informed and anti-racist pedagogies in support of the COVID crisis and Black Lives Matter movement.
These offerings are available now and throughout the summer, with some limited opportunities in the fall. Faculty who complete the required outcomes will receive a stipend, as long as funding is available, which has been made possible by a CARES 2 allocation to support SF State faculty transition their courses to online modalities in response to the COVID crisis.  

You choose!

These summer offerings are optional, span a variety of synchronous and asynchronous modalities, and can be taken individually, in sequence, or simultaneously, though we recommend beginning with the Online Teaching Lab. Certificates of completion, digital badges, and stipends will be awarded upon completion of the requirements for each program, and will be paid out in June or September.
Quality Online Teaching Lab
A self-paced course, or join the summer cohort offered June 26-August 6, 2020
Our Flexible Quality Online Teaching Lab summer learning community is a 6-week cohorted course that runs June 26 to August 6, with a focus on supporting faculty who are preparing to teach online this fall. This is an asynchronous course and can be completed at your own pace, or in community. During this time of remote teaching, we hope the Lab can be a place for faculty to investigate big questions about online teaching like: How do we humanize our online courses? How do we engage students online? How do we design for academic integrity online? Explore in community new issues we’re all grappling with around remote teaching such as resilient course design, trauma informed teaching and low-bandwidth teaching; and experience online learning from the student perspective to better facilitate interactive experiences for your own students. If you have not already registered for the June cohort, please enroll here. (You will be prompted to login to iLearn.)
New! JEDI PIE Institute
First cohort will be offered July 20-31, 2020 (capped at 125 participants); other cohorts will be added based on interest
The JEDI PIE Institute builds a community of JEDI (Justice, Equity, Diversity and Inclusion) protagonists through 10 hours of practice of developing anti-racist pedagogy and dismantling white supremacy in online teaching. Special attention will be paid to accessibility and universal design for learning; microaggressions in teaching practices; anti-racism in designing assignments and assessments; and centering student voice and experience. Participants will have three opportunities for cohorted synchronous discussions, and will receive expert feedback on their responses to prompts, as well as the opportunity for individual consultations. Participants will identify and assess personal goals for anti-racist pedagogy practice in online teaching; examine and demonstrate knowledge of historical and contemporary institutional and individual racism and white supremacy in education practice; assess current assignments, assessments, and teaching practices through critical race perspective; and design strategies for inclusive and equitable engagement.
Note: Faculty who have already registered for the Equity, Inclusion and Diversity or Trauma Informed Teaching PIE Intensives will be added to this JEDI PIE Institute instead. We have combined the two topics and changed the format to consist of primarily asynchronous activities based on feedback. Follow this link to register for the JEDI PIE.
Online Teaching Squares
You choose your start dates: structured summer start, informal summer start, or fall start
Join 3 other colleagues to form a supportive and non-evaluative “teaching square” in which you review, observe and learn from each other’s online course development and inclusive teaching practices through the fall semester. The groupings and timing for teaching squares are flexible. You may propose your own group of four or ask to be added to a group based on your timing and interests, and you may choose a structured summer start, and informal summer start, or a formal fall start.  Please indicate your interest in participating in an Online Teaching Square here. For those who have registered, watch your inbox for a message this week!

Online Writing PIE Institute
Coming Soon!  Check back for more details.

For more information and to register, visit the CEETL website

"I have been challenged to think a lot about creating a more socially connected, personalized online experience.

What are the two most important things faculty say they learned from participating in the Quality Online Teaching Lab? 

More than 200 faculty have already completed the Online Teaching Lab since May, so we asked: What are the two most important things you learned from participating in the Lab?

Here are some of their anonymous responses:

"I'd say the number one most important thing I learned from the Lab was the Universal Design for Learning and its components, in general as well as specific to online learning. While I had learned about models with similarities to UDL and incorporated them into my course work in the past, this was a theory I had not been familiar with and learning how to incorporate each of its three areas through course structuring was extremely useful. The second most important area for me was discussing the development of academic integrity, especially in understanding that academic integrity isn't just something we can make students have, but something we can cultivate and encourage through active curriculum development and choices."
"I have been challenged to think a lot about creating a more socially connected, personalized online experience. Even as we moved to remote instruction this Spring, I counted on the synchronous parts of my instruction to provide most of the social connection and personalization. This course challenged my beliefs around this and I think will make me a much better online teacher. Thank you!"
"1. How to increase social presence and make the online course more fun & user-friendly for students. 2. How to use choice, accountability and reflection to build intrinsic motivation & maintain academic integrity."
"The two most important things I learned were: 1. The tools online are forever expanding and changing. This is exciting and encouraging! I think online education can have a rich future! 2. I realize how dynamic iLearn is and how supportive the iLearn support is! I feel that whatever challenges I face will be addressed with kindness and clarity! Thank you!"
"The modeling of the lab in iLearn taught me quite a bit! The content layout, pedagogy, discussions and weekly Zoom check-in calls really modeled a smooth, well organized, literature supported learning environment. Another important aspect of the lab were the facilitators. All involved were very knowledgeable, pleasant, and positive. It was great to have a short interaction each week, after completing the online discussions, watching the videos, reading through the Slides and other cited sources. It was very organized, informative, and amazing! I've recommended it to all my department faculty since my first week and still can't say enough about it."
"The TWO most important things: (1) I need to be intentional in implementing strategies that develop social presence, humanization, foster student interaction, and promote academic integrity in my online course. (2) I learned how to create and edit instructional videos using ZOOM, MediaSite, and Camtasia and I feel so much more knowledgable of iLearn tools."

What will you take away from this course? For more information and to register, visit the CEETL website

Our Partners in Teaching
Kindred by Octavia Butler book cover
"Summer Reading List"

Suggestions from Members of the
Committee on Written English Proficiency (CWEP)

A summer reading list to deepen understanding and to find respite. 

I’m Finally an Angry Black Man by Issac Bailey

Nonfiction: "This is an excerpt from Bailey’s book, Why Didn’t We Riot, which is forthcoming." 

Chris Bettinger, Sociology & Sexuality Studies, HSS Representative 

Kindred by Octavia Butler

Fiction: "An African American woman writer in the 1970s travels back in time to the inception of her family lineage as the result of the rape of an enslaved Black woman by a white man. This reinvention of the slave narrative also functions as a classic sci-fi kill-your-grandfather paradox: she tries to teach her ancestor, whom she raises from childhood, to see Black people as human."

Wei Ming Dariotis, Asian American Studies, CEETL Representative
Between the World and Me by Ta-Nehisi Coates

Nonfiction: "Two letters/essays to his 15 year old son, describing his life growing up and trying to explain how the world got to be the way it is for him and for his son, laying it out in plain language, calling him to the struggle ahead."

Jane DeWitt, Undergraduate Education & Academic Planning and Chemistry/Biochemistry, Ex Officio
My Stroke of Insight by Jill Bolte Taylor

Nonfiction: "A fascinating documentation of Dr. Taylor's experience of having a stroke. It's both a valuable resource to learn more about how our brains function and how to advocate for others who may be on a similar journey. It's also just a great read to remind ourselves how fragile life can be sometimes and, with that, to appreciate and trust the process wherever it takes you."

Francis Francisco, Speech Language and Hearing Sciences, Undergrad Representative
Out of Place by Edward Said

Nonfiction: "From one of the most important intellectuals of our time comes an extraordinary story of exile and a celebration of an irrecoverable past. A fatal medical diagnosis in 1991 convinced Edward Said that he should leave a record of where he was born and spent his childhood, and so with this memoir he rediscovers the lost Arab world of his early years in Palestine, Lebanon, and Egypt. "

Jolie Goorjian, English and Comparative & World Literature, WAC/WID Associate Director, Ex Officio
Taking Turns: Stories from HIV/AIDS Care unit 371 by M.K. Czerwiec

Nonfiction: "A graphic novel about the HIV epidemic in the 1980s by a nurse/comic artist who was there.  Many parallels between COVID-19 and HIV."

Chris Koenig, Communication Studies, LCA Representative
Tombland by C.J. Sansome

Fiction: "The latest in a series of detective novels set in Tudor England. The first in the series is called Dissolution. Amazing historical detail."

Paul Morris, English Department Representative

The Summer Country by Lauren Willig

Fiction: "In the 1850s, an English woman travels to Barbados where she’s inherited a mysterious property. She learns about her own family’s history, particularly with the institution of slavery, and learns more about herself in the process. Well written, with a smart heroine who has a historically accurate level of practicality and spunk!"

Kendra Van Cleave, Library Representative

Girl, Woman, Other by Bernardine Evaristo

Fiction: "I hadn’t been drawn to this novel initially because it seemed like it might be hard, but when a friend who loved it lent it to me, I got pulled immediately into the lives of these black British families. It follows 12 different characters, and each one is vibrant and interesting, and somehow they are all connected in the end."

Karen Wiederholt, Tutoring and Academic Support Center (TASC) Representative

How to be an Anti-Racist by Ibram X. Kendi

Nonfiction: "I am unable to read fiction at the moment as I tend to overly identify with fictitious characters. For this same reason, I also am not watching Netflix during the pandemic. In terms of reading, the first 60 days of the pandemic... I was reading sewing books, cookbooks and plant books. And now I am reading a book that I think will shift us all towards an anti-racist framework. I am starting a book group this summer on it."

Grace Yoo, First-Year Experience Representative

Tiny Stories of Love and Loss on [Remote] Teaching
Dawn-Elissa Fischer photo
"Exploring how 'the digital' collides with 'the divide' and 'the divine'..."

Dawn-Elissa Fischer, Associate Professor, Anthropology; Affiliate Faculty, Educational Leadership Doctoral Program
I’ve been teaching "Black Online: Cyberspace, Culture, Community”  for thirteen years, and teaching it in this current moment as a visual ethnographer has been particularly profound. The course covers both affirming and unfortunate aspects of African diasporic digital humanities and eBlack studies and explores how "the digital" collides with "the divide" and "the divine," particularly as a result of government policies.  The course focuses on technical literacies and technological fluencies, and provides access to experts like Marcyliena Morgan, Safiya Noble, Adam Banks, and a variety of SFSU alumni who are expert digital storytellers.  

Some students are intricately involved with justice movements in the Bay Area and they are using resources drawn from the course to better document their experiences in beautiful and nuanced ways. For example, students creatively situate videos of recent protests and are examining how the internet and different forms of social media––especially in blogs, tweets, memes, and visual imagery––represent the protests and the issues the protesters are fighting to solve.

They are processing their experiences in the context of the most current academic research on anti-Black racism, systemic injustice and police violence. Synthesizing these, they are curating a human connection to the protests in the context of their academic expertise.   


Russell Jeung photo
"This racism is part of the historic pattern of using pandemics to scapegoat Asian Americans as the Yellow Peril..."

Russell Jeung, Professor & Chair
Asian American Studies

Immediately, the Stop AAPI Hate reporting center was flooded with reports... Since the arrival of Covid-19 to the United States, anti-Asian racism has surged as Asian Americans have been blamed for the coronavirus. To document and address this racism, I launched Stop AAPI Hate with Chinese for Affirmative Action and the Asian Pacific Policy and Planning Council.

Immediately, the Stop AAPI Hate reporting center was flooded with reports of discrimination, harassment, and physical assaults against Asian Americans. This racism is part of the historic pattern of using pandemics to scapegoat Asian Americans as the Yellow Peril and to justify interpersonal violence and racist policies enacted against the group. Similarly, the current administration has insisted on using the term, “Chinese virus” to deflect responsibility over the disease’s spread in the US. Subsequently, Asian Americans have experienced a clear surge in racist incidents.

To support teaching about the historic and current context of anti-Asian racism, the California Faculty Association has produced a video and curriculum guide: “Combating anti-Asian Racism in the Age of Covid-19.” 

Aimee Suzara photo
"How can you make impact, how can you get students juiced? Go!"

Aimee Suzara, Lecturer Faculty, Asian American Studies 
My teaching superpower is my superpower overall, which I must activate in any subject I teach:  My teaching superpower is my superpower overall, which I must activate in any subject I teach: I'm a performing artist, so I can turn any subject into something interesting, because I find it interesting. 

As a lecturer faculty, I have at times had teach outside of my area of expertise, so I have had to study and find ways to first find, and then translate my own passion or excitement (even if it isn't my deepest knowledge base) into a class that motivates students to care, research, put in hard work, and see connections with their daily lives. I know what it is to be given raw material and to transform it into a play, poem, or show that an audience finds something of themselves in, or at least piques their interest. 

I have been teaching a variety of subjects within and outside of my background at the college level since 2006, often hitting the ground running with a new subject that I may have never taught, being told (in one memorable case, the night before teaching a class), here!  Teach this (critical thinking or communication or ethics or grammar or diversity studies or...) class...and here's a syllabus (or not!)...go! 

I can translate this to online teaching by finding something fascinating and positive in the challenges I face: this challenge of–teaching in a less-than-ideal format and under not-great circumstances–with variables I would never choose on purpose (working with a toddler throwing food or having a tantrum while I try to speak). Okay, so, how can you make this engaging, how can you make impact, how can you get students juiced?  Go!


Amy Love picture
"One student began it...and we all joined in..."

Amy Love, Lecturer Faculty, English
They needed to know I cared...and I needed to know how they were. Although many decry Zoom, saying it was designed for business, my students and I often found it created a much more intimate setting for our discussions. After all, we were meeting in each other’s bedrooms and kitchens and couldn’t avoid discussing what one student called “regular stuff.” They needed to know I cared, and, with students of all backgrounds spread from Japan to the Florida Keys, I needed to know how they were. While even students in comfortable homes were shaken, too many were dealing with illness and death, poverty and hunger.
This writing course is designed for community service learning, focusing on social justice, so many students took the option to research the effect the pandemic had on minorities: the overt prejudice against Asians, the disproportionate impact on people of color and those without homes, the morally outrageous treatment of those with disabilities. At the end of our last meeting, I looked at them and thought of what they’ve been through, and the passion and courage they all put into their writing. With tears welling up, I told them how they should be proud of themselves, and that I wished we were all together for a group hug. “But then,” I said, “we wouldn’t be able to hug each other.”
One student began it, pointing his elbow to the camera, and we all joined in this video elbow bump, as good as it gets in this time of COVID-18.

Karen Hossfeld photo
"You did it, and in the face of great adversity..."

Karen Hossfeld, Associate Professor & Chair Sociology and Sexuality Studies 
Dear Stunning Students in the Department of Sociology and Sexuality Studies, As this unprecedented semester comes to a close, I want to reach out to all of you.
First, I want to acknowledge that these are really tough things we are going through.  No sugar-coating. We mourn our many losses and our spirits are tired and sore.  Recent and ongoing brutal, deadly, police violence against black and brown people in the U.S. is horrendous and weighs heavily on both bodies and souls.  In addition, the coronavirus pandemic situation is incredibly hard, and disproportionately so for those who are low-income, health-compromised and/or marginalized in society.  Each of you is experiencing your own set of related challenges and I wish you support.
Second, I want to thank you for standing up for social justice, even when you are worn out and stressed. I am incredibly moved by all of you who courageously speak out and organize against the inequalities that wrack our world, including the pandemic of structural racism and institutionalized violence. I hope you will continue to use your smart sociological imaginations to think critically and to act. We need you to help figure out and forge a more just, viable and peaceful future. 
Third, thank you for your willingness to learn new skills in order to transition to remote learning. It’s been a big, abrupt change and you did what you could. Be proud.  And cut yourself some slack if you couldn’t do more.
Fourth, many congratulations to those of you who are graduating!  You did it, and in the face of great adversity.  I look forward to our June 20, 4:00, Zoom celebration for SOC grads. And please stay in touch -- with us and with each other.  Faculty and students love hearing from our esteemed alumni about what you’re up to. Yup, you’re about to be esteemed alum.
Fifth, to the rest of you: we hope to have you back with us in the fall. In this uncertain economy, your education is more important than ever. We’re getting good at Zoom and iLearn -- let’s keep it up. I know that some of the classes you hoped to take next fall may already be filled. Budget cuts may loom, but our department enrollments are strong and this will help us lobby for more classes. I’ll aim to email you over the summer if there are any notable developments.
Finally, I hope you are able to get at least a little time to rest and replenish this summer. You’ve earned it.
With warmth and pride in your accomplishments,
Dr. Karen Hossfeld

PIE Bites

Pedagogies for Inclusive Excellence in Bite-Size! 

Brigitte Davila using a nondescript SFSU classroom as a Zoom backdrop
"Plan A and Plan B...for resilient teaching."

Brigitte Davila, Lecturer Faculty, Latina/Latino Studies, SFSU; President, Board of Trustees, San Francisco City College
I created this resilient teaching plan in response to a prompt in the Online Teaching Lab hosted by CEETL in the spring (the summer OTL starts June 26th).
Resilient Teaching Plan A: 
  • My iLearn site will contain a video or slide introduction of me and the course.
  • I will focus on the slide units and questions to make sure they can "stand-alone" in the event a student cannot attend a synchronous lecture. 
  • I am considering breaking up the midterm and final into more frequent but smaller exams and dropping students’ lowest graded exam to be more flexible. 
  • I am going through the entire site and making sure each section is consistent so students know where to find reading materials, lectures, and questions. 
  • I will also organize students into groups but I’m not sure of size or organization yet. No more than 6, per group, in any event. 
Resilient Teaching Plan B: 
  • How will your plans be flexible?  Synchronous sessions will be extra credit only and I might waive one of the quizzes for synchronous attendees as an incentive. I can do extensions for assignments in iLearn, but this really messes me up in a large class, so I have to figure out incentives for getting assignments in on time and soft landings in case they don't.
  • How will your plans be proactive?  I will be taking a survey on Qualtrics to assess student "bandwidth." I will develop a list of resources. 
  • How will your plans be human?  One thing I did last semester which students really responded to was to take a photo of our classroom from the student POV and use that as my virtual background. Many students told me it made them feel "normal" to see our old classroom. This might be lost on a freshman who may have never even visited the campus, but it was amazing how soothing that nondescript old classroom was. I think the small groups will also humanize the online course.
  • How will your plans be equitable? Since the materials will be both synchronous and asynchronous there will be more opportunities to complete the modules. I also plan to talk to each student either in Zoom office hours (which went much better than I expected in Spring 2020) or via phone. 

Tech Bytes
"High bandwidth is a privilege..."

Jackson Wilson, Associate Professor & Graduate Coordinator Recreation, Parks, Tourism & Holistic Health; Vice Chair, Academic Senate; CEETL Faculty Fellow
Zoom's immediacy comes at the price of a high demand on bandwidth. The emergency nature of remote instruction means that we, as instructors, must be even more accommodating to students that may not have otherwise chosen to take our course online. For example, teaching via Zoom gives the opportunity to interact in real time using audio, video, images, and text; however, all of Zoom’s immediacy comes at the price of a high demand on bandwidth.

High bandwidth is a privilege which some of us are not even aware that we have. On the other hand, you may be acutely aware of the limits of your bandwidth if your internet comes from a pay-per-byte phone plan or you share a Wi-Fi connection with a household of other users. Therefore, as powerful as video webinar tools (e.g., Zoom) can be for teaching, we must recognize that such an option may not be consistently attainable for all class members.

During the previous semester of remote instruction, I used Zoom to replace what would normally be weekly face-to-face class sessions. However, I made several adaptations to increase equity:
  • I did not require students to attend the Zoom session (bandwidth and timing issue for those working or caring for others).
  • I did not require students that were in the Zoom session to turn on their video camera (bandwidth and privacy issues).
  • I changed multiple aspects of the weekly in-class assignment. For example, I shifted the deadline from the end of the class period (10:45 AM) to that evening (9:00 PM). This gave time for students that did not attend the synchronous online class sessions (and some that did) to review the class session video recording before submitting the learning activity. Also, when the in-class activity included interaction with peers, I provided asynchronous interaction alternatives (e.g., forum discussions).
You can find out more about low bandwidth teaching in CEETL’s Online Teaching Lab.

CEETL Solidarity Statement
"We are in unity with those who protest, those who shelter, those who raise their voices and their hearts..."

Wei Ming Dariotis, Faculty Director, Center for Equity & Excellence in Teaching & Learning; Professor, Asian American Studies; Affiliate Faculty Educational Leadership Doctoral Program
Alicia Garza co-founded Black Lives Matter while she was pursuing her MA degree in Ethnic Studies at SFSU. 
SFSU’s Center for Equity and Excellence in Teaching and Learning (CEETL) is in solidarity with those harmed by state violence, particularly Black men, women, and gender-non-binary people. George Floyd, Tony McDade, Yassin Mohamed, Sean Reed, Breonna Taylor, Steven Taylor, Ahmaud Arbery, Nina Pop, and so many others have been murdered by the police, by vigilantes, and those emboldened by them. Let us learn from their lives as well as from their murders. 
Education is liberation. Alicia Garza co-founded Black Lives Matter while she was pursuing her MA degree in Ethnic Studies at SFSU (chair, Dr. Dawn-Elissa Fischer). 
We are also in unity with those who fight against this continued state-sanctioned violence against and murder of Black people. We are in unity with those who protest, those who shelter, those who raise their voices and their hearts to educate us all in the art of liberation. 
Unity is not just a feeling; like love, unity is a commitment to daily action. CEETL commits to justice, equity, diversity, and inclusion as the excellence in teaching and learning. 
CEETL is grounded in anti-racist pedagogy framed in equity and inclusion for excellence because education is liberation. This does not mean that the purpose of education is liberation––it means that freedom only comes from knowledge and wisdom. 
 Our community of education is a community dedicated to liberation, while also being, as is every institution, a tool of subjugation. We struggle with this dichotomy daily, within ourselves and within every corner of our university. In both the ways that we educate, as well as in what we teach, we seek to be responsible to this core idea: education is liberation; liberation is education.
Many of our students come here because social justice is at our core and because we have a diversity of people and thoughts that is instructive and valuable in and of itself. And though we offer a diverse community, we also recognize that inequities remain, including the ratio of the diversity of faculty to the diversity of students: 
  • Asian & Pacific Islander 1 to 25.05; 
  • Black 1 to 28.28;
  • Latino/a/x 1 to 90.86; 
  • Native American  1 to 3.62; 
  • Other & Unknown 1 to 33.38; 
  • Two or More 1 to 183.68; 
  • White 1 to 7.17 
Put another way, our students are 18.1% white while our faculty are 56.6% white (CFA Equity Report 2020). Because of this hiring, retention, and promotion reality, white allyship is a critical part of SFSU’s Pedagogies of Inclusive Excellence.
While there remain inequities in graduation rates for Black students (4 year graduation rates for the 2015 cohort are 14.1% for Black students and 31.3% for white students), we must push to develop our individual and collective strategies, tools, and supports towards a social justice liberation education (CSU Dashboard: Graduation and Continuation Rates). Each unit of this university must ask itself, “What can we do today to support the education and graduation of Black students?”
As we––faculty-students-staff––bear witness to ongoing police brutality and the bravery of people willing to put themselves in harm's way to fight against it, let us live and educate by the SF State motto, “experientia docet.” Let these experiences teach us how to liberate ourselves and others.

Trauma-informed teaching leads to education focused on healing and growing. 

Resilient teaching anticipates diversity of preparation, resources, needs, and relationships to institutions, educational and otherwise.

Justice, equity, diversity and inclusion in education is rooted in anti-racist, anti-oppressive assessment ecologies (Inoue, 2017). 
We cannot learn if we do not know, first, that we have the right to learn. We share the perspective expressed by Colin Kaepernick’s Know Your Rights Camp:
You have the right to be free.
You have the right to be healthy.
You have the right to be brilliant.
You have the right to be safe.
You have the right to be loved.
You have the right to be courageous.
You have the right to be alive.
You have the right to be trusted.
You have the right to be educated.
You have the right to know your rights. 
SF State students, staff, and faculty: be free, healthy, brilliant, safe, loved, courageous, alive, trusted, and educated in our teaching and learning community. 
Know, teach, and learn your rights for education and liberation.
CEETL is committed to action and we are offering a summer Pedagogies of Inclusive Excellence (PIE) Institute on Justice, Equity, Diversity, and Inclusion (JEDI). This JEDI PIE Institute is by Dawn-Elissa Fischer (Anthropology), Brigitte Davila (Latina/Latino Studies), Rama Kased (METRO College Success and Race and Resistance Studies), and Wei Ming Dariotis (Asian American Studies, CEETL) and will begin on July 20th, running for two weeks.
In Unity,
The Center for Equity and Excellence in Teaching and Learning

Anti-racist Pedagogy Resources
A curated list of resources to support anti-racist teaching, because “The opposite of racist isn’t ‘not racist’” (Ibram X Kendi).
Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future By Asao B. Inoue
Peralta Community College District’s Online Equity Rubric Black Lives Matter:
Academics for Black Survival and Wellness: Home
Black 2 the Futures Action Fund COVID Plan
Petition · Justice for Breonna Taylor
Justice for Big Floyd
Letters for Black Lives 
The Translations Project 

Cultural Humility:
Dr. Vivian Chavez shares Cultural Humility documentary on Youtube | Educational Technology Advisory Committee (ETAC)
Message from White Eagle, Hopi indigenous leader on 03/16/2020

Resilient Pedagogy:
Jeff Duncan-Andrade at SFSU Faculty Retreat January 2020
Preparing for Future Disruption: Hybrid, Resilient Teaching for a New Instructional Age | Learning Innovation
Shut Down STEM Resources & Shareables from #ShutDownSTEM and #Strike4BlackLives
Trainings Overview — Freedom Lifted’s Freedom Schools
Mattering Pedagogy: A Conversation with Bettina L. Love: Part 1
Colin Kaepernick’s Know Your Rights Camp
#POCPD: People of Color in Education PD Directory

Trauma-informed Teaching:
Bali, Maha. Pedagogy of Care: Covid-19 Edition | Reflecting Allowed
Berke, D. & Ghabour, R. “Trauma-Informed Educational Practices in Higher Education.” Webinar, January 29, 2019. (free through June 30, 2020) 
Carello, Janice & Butler, Lisa D. Potentially Perilous Pedagogies: Teaching Trauma is not the Same as Trauma-Informed Teaching. Journal of Trauma and Dissociation 15, 153-168. (2014).
Davidson, Shannon. (2017). Trauma-Informed Practices for Post-Secondary Education: A Guide. Portland, Oregon: Education Northwest. 
Pandemic Predispositions: Minority Trauma Responses in Higher Education
White Allyship and Anti-Racism:
Anti-racism resources for white people
Kim Crayton’s Introduction to Being an Antiracist, June 27, 8am-11am for San Francisco, specifically geared to white people to learn how to start their antiracist journey, cost $30
Also recommended, the Seeing White podcast series by Scene On Radio

CEETL Circles invites submissions from members of our SF State Teaching and Learning Communities. Send your suggestions
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