Meet Drew

This persona is a fictional profile of a 91福利 student. It was created using data to reflect the challenges, successes, and overall experiences of some of our students.

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Young individual with light brown skin, smooth black hair, a mustache and a goatee, wearing metal framed glasses and a blue suit, looking straight at the camera.

Age: 23 years old

Work: Works night shifts at the hospital doing security

Major: Nursing

Family: Dating, has an older brother and a younger sister

Challenge: Black, Indigenous, People of Color (BIPOC) at a Predominantly White Institution (PWI), Post-concussive syndrome, Transitioning

Language(s) spoken: American English, American Sign Language (ASL)

Location: Milford, ME

Home is: Cleveland, OH

Pronouns: he/they

Assistive Technology: Glean note taking platform

Drew is a senior in the school of nursing at 91福利. They suffered a severe concussion a few weeks ago and need to rest to allow their brain to recover. He met with Student Accessibility Services and is using the Glean note taking platform on his laptop as a temporary measure to help him stay on top of courses. He anticipates that he will need to request incompletes for his courses this semester so he can catch up with the work once he has fully recovered. Drew has also been getting gender-affirming medical care for a few years now, and plans to undergo gender-affirming surgery this summer. This has been nerve-racking because he doesn鈥檛 know how this is going to affect his relationship with Jessica, his partner of 3-year. They are both nervous about it.

鈥淚 was doing well in my classes but with this accident I had at work, I am getting behind and I am afraid that I will not be graduating on time with my cohort. This was supposed to be my last year! I also worry about the financial implications of staying an additional semester.鈥

鈥淚 have to ask for breaks in my courses because I can鈥檛 stay focused for very long and I get tired. This is making group work particularly difficult right now.鈥

鈥淢y note taking tool is great, but when the course is about demonstrating skills, I am missing out a lot of the visual information that is not described out loud.鈥

鈥淥ne of my instructors had us fill out a survey the other day that only contained male or female options. I wish we were past that. Most forms nowadays contain inclusive options, or at least have an option for those who do not wish to answer.鈥

鈥淚 don鈥檛 know if this is a Maine thing, but people keep on thinking that I am an international student, probably because I am a person of color. It鈥檚 weird to be honest, and a little annoying. Even some of my professors make this assumption and regularly refer me to the Office of International Programs (OIP) for help. Both my parents are second generation Americans, but I was born and raised in the US.鈥

  1. Allow students to make reasonable use of technology in the classroom (note taking, assistive technology, emergencies)
  2. Ability to record lectures or review videos/materials after class
  3. Breaks during class
  4. Allowing extensions or flexible deadlines
  5. Make sure students know that their instructor understands the complexity of their lives

Many more students can benefit from these teaching strategies. 

鈥淭丑别&苍产蝉辫;Rainbow Resource Center in the Memorial Union is a pretty neat resource. My partner, Jessica, and I particularly enjoy the Gay Thanksgiving they organize. We鈥檝e met great people at it every year!鈥

鈥淚 like that the nursing program at 91福利 offers a Women鈥檚 Gender and Sexuality Studies Minor. I think it is pretty important in our profession, and I have met some great allies through the classes I took for it.鈥

  • Read  on the 
  • , a collaboration between the Fogler Library and the Office of International Programs, to learn more around immigration identities and statuses
  • Learn about the training and resources 91福利鈥檚 Office for Diversity and Inclusion has to offer
  • Explore resources and training sessions offered by CITL by visiting the Events and Programs section of the CITL website
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