The authors use a case study and the theory of intersectionality to expand strategies for collaborative teaching.

Hobart and William Smith CollegesOn increasingly diverse college campuses, faculty members look to faculty developers for support in facilitating difficult classroom dialogues and in handling challenging interactions around their students' identities and their own. We propose that faculty developers' work around issues of diversity, social justice, and inclusive excellence can be enhanced by developing a foundation in the theory of intersectionality, which engages the complexity of identityand the resulting power structures that inform institutions. We discuss thistheoretical perspective and provide examples offaculty development initiatives that canbe strengthened through the use ofan intersectional lens.What does it feel like to be a faculty member preparing to teach on a Monday or Tuesday, just as a racist incident that occurred on campus over the weekend has begun to gain attention? Suppose a noose was found hanging from a tree on campus, as was the case at

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