Webinar: Implementing Inclusive Excellence Principles into Virtual Learning Environments

Jerri Harner Author

04/20/2020 Added

4 Plays

Description

ODI Webinar- Implementing Inclusive Excellence Principles into Virtual Learning Environments held on 3.30.20 hosted by Drs. Friday and Combs.

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[00:00:06.040]Thank you all again for joining us,
[00:00:08.210]just want to give one more minute,
[00:00:09.690]one minute or two so that we can make sure
[00:00:11.360]that everyone is allowed to join us.
[00:00:13.470]And as a reminder, everyone,
[00:00:15.820]all of our participants have been placed
[00:00:17.790]in a listen only feature.
[00:00:19.950]And in order for you to ask questions,
[00:00:22.930]we'll describe this a little bit later
[00:00:24.150]as we start the session,
[00:00:25.720]but there is a box that's noted as Q and A,
[00:00:28.770]please feel free to submit all your questions
[00:00:31.320]to the Q and A forum and we'll be answering those
[00:00:34.290]at the end of this session.
[00:02:50.780]Hello everyone, thank you all so much for joining us.
[00:02:54.490]This is the office of diversity and inclusion's
[00:02:56.833]first webinar designed to provide faculty staff,
[00:03:01.406]of course with some inclusive excellence principles
[00:03:05.303]and learning or into this transition
[00:03:08.050]to virtual environments.
[00:03:15.230]And just a quick note as we get started,
[00:03:17.960]closed captioning is unavailable during this live session.
[00:03:21.880]I deeply apologize for this.
[00:03:23.420]We all apologize for this,
[00:03:24.820]but we will make the transcription available
[00:03:27.340]after this recording.
[00:03:28.900]And again, the closed captioning feature
[00:03:31.000]is not available live,
[00:03:32.930]but we will make that transcription available
[00:03:35.060]to all following the recording of this session.
[00:03:40.000]I'll give you all a few minutes,
[00:03:41.230]but I would encourage you to please familiarize yourself
[00:03:44.010]with the Q and A feature.
[00:03:45.540]This is what we'll be using throughout our session
[00:03:47.960]to answer your questions.
[00:03:50.160]We will dedicate a few minutes after the session
[00:03:52.975]to answer some of those questions
[00:03:54.980]and to note that we have received
[00:03:56.480]a few of those before the session earlier this week
[00:04:00.340]or later this-- this weekend.
[00:04:02.160]But please use the Q and A feature throughout the session
[00:04:05.480]to submit those questions.
[00:04:06.900]We'll try to answer a few of those
[00:04:08.470]as we're going throughout the session live,
[00:04:10.690]but we'll dedicate time immediately after this presentation
[00:04:14.490]to go through those questions.
[00:04:15.813]And for those that were unable to get to
[00:04:18.060]throughout the session, after the session,
[00:04:20.350]we will make sure that we make it available
[00:04:22.530]to everyone that participated
[00:04:24.250]and signed up in the form of an e-mail,
[00:04:27.150]which will contain the recording,
[00:04:29.780]closed captioning transcription,
[00:04:31.890]and then, of course, the question and answers
[00:04:34.770]that were submitted,
[00:04:35.660]that we were unable to get to throughout the session.
[00:04:51.930]So before we begin, I do want to take some time
[00:04:56.140]to acknowledge the global impact of COVID-19.
[00:05:00.630]As we all know,
[00:05:01.720]this has been an unprecedented time in our global history.
[00:05:07.503]There seems to be a lot of sentiments that are growing.
[00:05:11.160]As this virus continues to increase in numbers,
[00:05:16.470]we've noted that some states such as New York,
[00:05:20.250]California, Louisiana are really impacted by this virus.
[00:05:24.580]And globally, of course, as we've noted
[00:05:26.450]throughout different parts of western Europe,
[00:05:29.860]and, of course throughout different parts of Asia,
[00:05:32.440]including China and India,
[00:05:34.680]that the loss of access is imaginable,
[00:05:38.230]but most importantly,
[00:05:39.130]the loss of so many lives throughout this.
[00:05:41.970]And of course, working directly in higher education
[00:05:45.160]for many of us,
[00:05:46.320]we noticed that our students are immeasurably impacted,
[00:05:50.250]and many of our students are using this opportunity--
[00:05:52.856]reflect there's a really that's the loss of the access
[00:05:56.680]to friends, this campus community.
[00:05:59.530]I just want you to note that as your note exists,
[00:06:02.100]this is unprecedented meaning that our students have lost,
[00:06:05.610]of course, not just campus community,
[00:06:07.550]but maybe our seniors, our morning traditions,
[00:06:10.160]rituals they will miss such as graduation
[00:06:13.920]or not just graduation and not our particular students,
[00:06:16.720]but globally, noticing this.
[00:06:18.710]And as we are not acknowledging this,
[00:06:20.670]I do want to note that for faculty and staff,
[00:06:22.970]we have these same worries that many of our students share,
[00:06:26.230]but there are also some worries that we have
[00:06:28.340]that include the transition to online learning,
[00:06:31.190]and how do we support university operations
[00:06:33.180]during this period?
[00:06:34.980]All of these things are important to remember.
[00:06:37.540]As we go throughout this session,
[00:06:39.550]there's no way that we can put the words throughout
[00:06:43.050]that would actually really measure that impact.
[00:06:46.160]But I do want to just take this moment to say that,
[00:06:49.540]above all of this as the virus continues to spread
[00:06:52.180]and as you worry about the health of ourselves,
[00:06:54.047]our loved ones, and our students and staff,
[00:06:57.900]there are a few ways that we want to help you
[00:07:00.000]guard yourself and students to this crisis.
[00:07:03.840]Now that the COVID-19 affects everyone,
[00:07:07.420]we are in a moment now,
[00:07:09.130]we're in a period of time that we have to prepare
[00:07:11.520]for the unexpected and to expect the unexpected.
[00:07:17.040]It's important to start communicating openly
[00:07:19.180]with one another, with our loved ones, with our students.
[00:07:22.860]And then of course, to listen,
[00:07:24.870]because these are very real moments right now,
[00:07:27.550]it's impacting not only our students education
[00:07:29.810]and our ability to deliver that,
[00:07:32.350]but it's impacting our personal, our political
[00:07:35.080]and our global, of course, economies and lives.
[00:07:38.020]And as we're transitioning throughout this period,
[00:07:41.690]just to know that we are all going through this together,
[00:07:43.930]and if we can really look at this as a guide,
[00:07:46.870]to know that this impacts us all this moment,
[00:07:49.380]and how can we support one another,
[00:07:51.590]is the most important element of this and that here at UNL
[00:07:54.790]and at the Office of Diversity Inclusion,
[00:07:56.500]our goal is to continue to offer resources
[00:07:58.447]that will be evolving as this virus evolves
[00:08:01.750]and as the needs evolve,
[00:08:03.450]and that our goal is to continue to provide the support
[00:08:07.010]as best and as applicable as possible.
[00:08:15.150]And so, of course, this webinar is presented
[00:08:18.970]by the Office of Diversity and Inclusion,
[00:08:20.770]the voice you've been hearing for the past few minutes,
[00:08:22.880]my name is Nkenge Friday.
[00:08:24.510]I serve as the assistant vice chancellor
[00:08:26.840]for strategic initiatives in the Office of Diversity
[00:08:29.290]and Inclusion, and I will allow my colleague, Dr. Combs
[00:08:32.730]to also introduce herself.
[00:08:35.810]Okay, good afternoon everyone.
[00:08:38.610]As you can see, my name is Gwendolyn combs
[00:08:40.600]and I am an associate professor of management
[00:08:44.820]in the college of business at the university.
[00:08:47.650]But I'm also working
[00:08:48.520]with the Office of Diversity and Inclusion
[00:08:50.600]as the director of faculty diversity and inclusion,
[00:08:54.970]looking at issues in terms of such practices,
[00:08:59.380]classroom climate and any issues that faculty would have
[00:09:04.310]or issues related to instructional processes.
[00:09:10.500]Thank you.
[00:09:12.477]And of course, as I noted,
[00:09:14.260]we are the Office of Diversity and Inclusion.
[00:09:16.890]Our office is a central office providing vision,
[00:09:19.440]leadership and advocacy, fostering inclusion course,
[00:09:23.160]equitable outcomes and a welcoming campus that's central
[00:09:26.640]to the land-grant mission
[00:09:27.760]of the University of Nebraska Lincoln.
[00:09:30.630]We lead, we facilitate
[00:09:31.960]development of institutional policies,
[00:09:33.510]protocols and practices.
[00:09:35.210]And our goal, of course, is to provide all these resources,
[00:09:38.730]creating this equitable, inclusive campus culture
[00:09:42.390]by following an inclusive excellence framework.
[00:09:45.210]And that framework is, of course, what we are utilizing
[00:09:48.800]in order to deliver this training, applying these principles
[00:09:52.060]to this kind of transition to remote learning.
[00:09:55.330]The office of diversity inclusion is led
[00:09:56.900]by Vice Chancellor Marco Barker.
[00:09:59.100]He was a point April 1st, 2019 at the repple,
[00:10:01.950]actually celebrating his first year or year one
[00:10:04.860]at the University of Nebraska Lincoln,
[00:10:06.950]this Wednesday, actually.
[00:10:09.490]Just for a quick note, if you want to keep up
[00:10:12.260]with our office and understand the work
[00:10:14.900]that our Vice Chancellor has been doing this far,
[00:10:17.480]we encourage you to actually access a special report
[00:10:20.050]which mark is first 150 days at UNL
[00:10:24.280]that can be found by visiting the link that's provided.
[00:10:27.050]And in case I did note this,
[00:10:28.890]this recording will be made available to all participants,
[00:10:32.600]including those that signed up.
[00:10:34.330]And we will also provide the resources
[00:10:36.680]of all the information that we will last route
[00:10:39.200]to all participants as well.
[00:10:44.330]So today's webinar, we have a few objectives
[00:10:47.390]that we want to or the agenda items we wanted to introduce,
[00:10:49.810]but essentially, we'll be first introducing the objectives
[00:10:53.150]of this webinar.
[00:10:54.780]I want to provide you all with some research
[00:10:56.810]or a firmer foundation in front of you research,
[00:11:01.980]and then provide some definitions,
[00:11:03.430]because we'll be using these definitions throughout.
[00:11:06.130]We also want to help you to confront assumptions,
[00:11:08.300]especially which we've now transition
[00:11:10.250]to this kind of online format at this remote learning,
[00:11:14.530]and ways that we can be confront those assumptions
[00:11:16.750]in order to provide those equitable spaces
[00:11:18.830]and principles to guide your classes,
[00:11:22.140]and then also provide some information
[00:11:24.510]about the importance or statement how in these classes
[00:11:27.107]in order to really reflect the principles of inclusivity
[00:11:30.060]that will provide those principles as well.
[00:11:33.560]And then we want to end
[00:11:34.590]with some inclusive teaching principles,
[00:11:36.660]some very practical, easy deliverable elements
[00:11:41.310]that this faculty can implement in their classes
[00:11:43.450]as they make their transition.
[00:11:44.590]Today being the first day,
[00:11:46.160]how do you actually include those principles
[00:11:48.940]in the online learning format?
[00:11:51.030]And then of course, as I noted earlier,
[00:11:52.610]we will leave time for Q and A.
[00:11:55.620]Our goal, of course, with the question and answer session
[00:11:57.860]is to get to as many questions as possible throughout.
[00:12:00.960]And if we're not able to get to all the questions
[00:12:03.813]that were that throughout this session,
[00:12:05.700]we will make sure to answer those in our follow up
[00:12:09.090]with those resources mentioned earlier.
[00:12:11.420]And just as a note that today's webinar is designed,
[00:12:15.550]of course, to draw on some standards
[00:12:17.820]and inclusive excellence, we want to provide you
[00:12:19.990]these very applicable resources and strategies,
[00:12:23.490]but we also want to make sure that we are emphasizing
[00:12:26.070]that this is foundational information.
[00:12:28.320]The goal of this is to provide some relatively,
[00:12:32.028]I should say, easier to implement strategies.
[00:12:35.750]But this is just an overview.
[00:12:37.450]It's designed to offer foundation,
[00:12:40.170]we cannot provide all the information
[00:12:42.200]based on especially these marginalized populations
[00:12:44.950]that we will be speaking on today is to give you an overview
[00:12:47.630]and to know that in order to do a more deeper
[00:12:49.950]or more intensive or inclusive dive here,
[00:12:53.230]that will probably require a few more trainings or sessions,
[00:12:56.320]but our goal is to provide you with some on the ground beat
[00:12:59.810]for classes in order to implement these,
[00:13:02.500]especially with is transitioning happening
[00:13:04.990]in a relatively short period.
[00:13:06.480]So we wanted to offer this as an overview,
[00:13:08.870]and to encourage those who may want
[00:13:10.970]a little bit more information
[00:13:12.410]or those who may want a deeper dive,
[00:13:15.550]or to, for example, a little bit more
[00:13:17.630]about microaggressions to those elements
[00:13:20.580]we'll introduced today,
[00:13:21.640]we encourage you to reach out to our office,
[00:13:23.820]we'll provide you the contact information
[00:13:25.660]for ways that we could actually develop those those sessions
[00:13:28.760]based on the needs of our faculty and staff.
[00:13:32.590]So that being said, of course,
[00:13:34.460]we will introduce principles of inclusive excellence.
[00:13:37.110]These are designed to really impact
[00:13:39.680]the online learning experience,
[00:13:41.260]we say online learning, but these are also applicable
[00:13:43.870]to our face-to-face models.
[00:13:46.600]But we're going to emphasize the underrepresented students,
[00:13:50.020]low-income, students with disabilities, students of color,
[00:13:53.110]first generation college students,
[00:13:54.590]and our international students
[00:13:56.690]during this period of unprecedent disruption.
[00:13:59.370]And it was noted that this performance disruption
[00:14:01.520]has impacted all stakeholders.
[00:14:05.640]But one thing we do want to emphasize,
[00:14:07.390]that there are some communities, there are some populations
[00:14:10.190]that are a little bit more vulnerable
[00:14:11.950]due to some systemic areas within our global world
[00:14:16.460]and our national landscape and want to call these out
[00:14:19.700]as a way of making sure that these students
[00:14:21.710]are considered as we are developing these formats,
[00:14:25.220]and how do we actually apply these principles.
[00:14:27.480]So the elements of emphasis during this session
[00:14:29.480]will be the communication, connection, engagement,
[00:14:33.440]and of course, the interaction.
[00:14:40.340]And so we'll get started the first thing.
[00:14:43.020]And as we thought about this,
[00:14:44.073]want to make sure that we knew the individuals
[00:14:46.370]that were involved in this training
[00:14:49.360]or in this quick session.
[00:14:50.840]So we have a call that you'll see on the screen
[00:14:54.130]in a few seconds.
[00:14:56.200]And this poll, everyone should have access.
[00:14:58.910]It says, what is your online learning experience.
[00:15:02.850]We're going to give you 20 seconds to answer those,
[00:15:06.610]that one question.
[00:15:07.443]What is your experience with online learning?
[00:15:09.800]Expert, intermediate or beginner, what is your experience?
[00:15:31.344]And it seems that this column shows us your experience.
[00:15:35.790]We have 15% of the individuals considered
[00:15:39.170]at the expert level.
[00:15:40.790]And then we have 30%, I'm sorry, not 30%,
[00:15:44.600]57% at the intermediate, and then we have 28%,
[00:15:48.710]perhaps at that beginner level.
[00:15:51.950]And the purpose of these of these polls
[00:15:54.270]are to determine where many of our participants are,
[00:15:59.440]especially when it comes this online format,
[00:16:02.630]and then we have a second poll for you all.
[00:16:07.859]And you should see that in a few seconds, column number two.
[00:16:13.550]what is your role at UNL?
[00:16:18.052]And again, 20 seconds for that one.
[00:16:37.273]Okay, it seems we have 26% of our participants, our faculty,
[00:16:43.830]65% our staff, we have 7%, student,
[00:16:48.283]and then we have 2% that are considered be friends
[00:16:51.014]of you UNL, are friends of UNL, thank you.
[00:16:55.430]The purpose of those polls are to just get a pulse
[00:16:57.730]of the audience that we are currently delivering
[00:17:02.090]the service to, thank you all so much for that.
[00:17:05.180]It seems like it was a relatively easy tool to use.
[00:17:14.360]And then of course, before we get really started,
[00:17:17.810]some quick definitions.
[00:17:19.380]You'll be hearing these terms a lot
[00:17:20.710]about inclusive excellence and inclusive teaching.
[00:17:23.040]So what do we mean when we say inclusive excellence?
[00:17:25.940]It should be noted that inclusive excellence
[00:17:28.490]is not a relatively new term or terminology,
[00:17:31.990]but it is designed to help institutions of higher learning
[00:17:34.430]to really integrate DNI,
[00:17:36.630]which is diversity, equity, inclusion,
[00:17:38.750]to the educational efforts.
[00:17:41.080]When we talked about this, we talked about the mission
[00:17:43.640]and even the institutional operations,
[00:17:45.270]so all elements of course of the institution.
[00:17:49.240]It really calls for higher education to address these needs,
[00:17:52.680]especially when it's related to diversity,
[00:17:54.170]equity and inclusion as being critical
[00:17:57.270]to the well being of a democratic culture.
[00:18:00.800]It's an active and ongoing process.
[00:18:03.860]It's something where, especially at UNL,
[00:18:06.200]we've started to really experience in many ways,
[00:18:09.440]this was introduced, of course, on a larger scale
[00:18:12.370]during Vice Chancellor Burgers,
[00:18:14.370]state of diversity that was held this past October.
[00:18:17.230]And it's a way for really beginning
[00:18:18.840]these intentional policies and practices
[00:18:20.950]and structures in order for our campus, and our policies
[00:18:24.730]and practices to really reflect inclusivity.
[00:18:27.778]And then, of course, inclusive teaching,
[00:18:29.470]which we're talking a little bit about today is,
[00:18:32.260]and we want to call out this being a deliberate
[00:18:34.510]or intentional, so we're deliberately cultivating
[00:18:36.660]a learning environment where all students
[00:18:39.000]are treated equitably,
[00:18:41.450]that they have this equal access to learning
[00:18:43.690]and they feel welcomed and valued and supported
[00:18:47.033]in the pursuit of this learning.
[00:18:48.550]And it's important to note this means
[00:18:51.340]in the regards of what faculty in particular
[00:18:53.760]are able to offer,
[00:18:55.100]we say inclusive teaching.
[00:18:56.670]There are some parts of this
[00:18:57.610]or some elements we may introduce today
[00:18:59.273]that may be out outside of the realm of the faculty's role,
[00:19:01.930]or even of course, ability.
[00:19:03.860]And that will have more to do with external factors.
[00:19:06.800]And of course, inclusive teaching also includes
[00:19:09.901]this need to attend,
[00:19:11.770]and make sure we're actually seeking the changes.
[00:19:14.580]So we talked about 10 social identities
[00:19:16.730]that are understanding those seeking ways
[00:19:19.670]to change some systemic inequities
[00:19:23.010]and then, of course, adapting our actual learning spaces
[00:19:27.300]in order to actually affect the experiences of students
[00:19:29.840]in those spaces while influencing course,
[00:19:33.030]and the curriculum design.
[00:19:34.550]It's an intentional and ongoing process.
[00:19:37.160]And so, when we talked about inclusive excellence,
[00:19:39.130]inclusive teaching, these are the elements
[00:19:41.070]that we we're mentioning and that we made.
[00:19:43.390]And again, this is an evolving and ongoing effort,
[00:19:46.140]meaning that we're intentional in all of these pursuits,
[00:19:48.890]knowing that when we say continuous and evolving,
[00:19:52.017]that it requires practice
[00:19:54.120]and ongoing learning for all participants.
[00:19:57.650]And with that being said, I'll hand this over
[00:19:59.704]to Dr. Combs as we get started.
[00:20:04.700]Okay, thank you all for participating
[00:20:06.970]in this webinar.
[00:20:08.420]And just very briefly, as Dr. Friday has indicated,
[00:20:13.270]we felt that it was important to not assume
[00:20:17.850]that positive environments will occur organically
[00:20:21.740]as we move from face-to-face teaching, classroom instruction
[00:20:26.850]to more remote ways of facilitating the learning.
[00:20:31.760]So there's a lot of research that has gone
[00:20:34.910]into the preparation of our conclusions here
[00:20:38.550]and the information that will be presented.
[00:20:41.020]So there are some resources provided for you
[00:20:44.940]at the end of the webinar,
[00:20:47.250]and then there will be additional resources
[00:20:49.490]that will be provided on the web page,
[00:20:53.060]in association with this particular session.
[00:20:56.110]But I wanted you to know, just briefly,
[00:20:58.050]we've looked at studies in relationship
[00:21:00.050]to the sense of belonging on academic
[00:21:04.400]and health outcomes for African-American students,
[00:21:07.380]Latino students.
[00:21:09.120]we've looked at positive impacts
[00:21:11.410]of student success for first generation
[00:21:13.920]and low-income and underrepresented college students.
[00:21:17.400]We've looked at issues in terms of microaggressions
[00:21:20.270]and also, the notion of universal design
[00:21:24.190]of classroom spaces and instructional spaces.
[00:21:28.130]So you will have an opportunity to peruse
[00:21:31.130]some of those links later on.
[00:21:32.830]But for sake of time, we're going kind of go through
[00:21:36.470]the information that's presented here.
[00:21:39.048]I'll prepare it for you in the webinar,
[00:21:40.980]and then I'll allow you hopefully to have substantial time
[00:21:45.330]to ask some questions.
[00:21:47.210]But the evidence base that we have
[00:21:50.210]for looking at including inclusive excellence in teaching
[00:21:55.750]is pretty vast.
[00:21:57.370]And so there's research that deals with relationship
[00:22:00.370]of classroom climate and student learning.
[00:22:02.600]And most of us know that there are considerable impacts
[00:22:05.650]in terms of how students are approached in the classroom,
[00:22:09.480]that types of things that are permitted to occur,
[00:22:13.680]especially when we get into student engagement
[00:22:16.290]across student engagement.
[00:22:18.130]But a couple of things I wanted to highlight,
[00:22:21.260]the social belonging as a key to student learning
[00:22:24.030]and persistence is particularly important.
[00:22:27.540]If students don't feel that there is a place for them
[00:22:30.920]in their classroom, that they are not able to integrate
[00:22:34.810]with their peers in the classroom,
[00:22:37.450]then that impedes their ability to be persistent
[00:22:41.860]in their learning.
[00:22:42.910]Sometimes we will see that some students fade out
[00:22:46.620]of the instructional experience over time.
[00:22:49.820]And some of those reasons are based on social belonging.
[00:22:54.560]Also, the notion of students feeling that their identities
[00:23:00.040]matter in the classroom,
[00:23:01.780]and having to deal with or contend with microaggressions
[00:23:06.880]that can impact their learning.
[00:23:08.300]And those microaggressions can be intentional
[00:23:10.920]or unintentional, as the research indicates.
[00:23:13.790]But regardless of the motivation,
[00:23:16.370]the outcome and the impact can be the same.
[00:23:19.770]So we're looking at also best practices
[00:23:23.040]for engaging difficult dialogues in higher education
[00:23:27.660]and specifically in the classroom.
[00:23:30.150]The fact that we will no longer at UNL,
[00:23:33.400]through the remainder of this semester,
[00:23:35.250]have the opportunity to you can just have eyes
[00:23:38.350]on our students, so to speak.
[00:23:40.360]That means that we will have to engage some practices
[00:23:43.620]that will help us to gain information
[00:23:46.730]as to how things are transpiring
[00:23:49.080]in the classroom environment in those project groups,
[00:23:52.690]in those discussion boards.
[00:23:54.730]So we'll have to pay particular attention
[00:23:56.730]to those types of issues.
[00:23:59.340]So it's important that we are purposeful in those processes.
[00:24:04.820]And we will talk a little bit about that later on
[00:24:08.880]in the presentation.
[00:24:11.080]Next slide.
[00:24:16.240]We have a poll (laughs).
[00:24:23.390]So if you take about 20 seconds as before
[00:24:25.310]to respond to the poll, that would be great.
[00:24:52.450]Okay, so very good response for the groups
[00:24:56.070]that are on the webinar,
[00:24:58.210]where you see these types of discussion,
[00:25:00.390]and the importance of inclusive practices
[00:25:02.580]as being very, very important.
[00:25:04.130]So 93% of the group on the webinar agree
[00:25:08.990]with that statement.
[00:25:10.210]Thank you very much.
[00:25:13.080]Okay, so we are going to talk about
[00:25:15.100]confronting some assumptions.
[00:25:16.980]And if you've been paying attention to current news
[00:25:20.690]and individuals who are looking at educational processes
[00:25:24.700]in relationship to the ability to have access to technology,
[00:25:30.040]which they are terming the digital divide
[00:25:32.170]within the United States
[00:25:33.370]and notions of segregation as part of the basis for access,
[00:25:39.490]digital literacy and limitations
[00:25:42.400]due to cultural types of indicators.
[00:25:46.180]So we know that rural and low-income communities,
[00:25:49.820]have less access (keyboard beeps)
[00:25:51.650]to broadbanding.
[00:25:52.610]So therefore, we have to be conscious
[00:25:54.710]as we are developing our assignments in remote learning,
[00:25:59.470]how we give our students the opportunity to be flexible
[00:26:04.340]in terms of how they are able to engage the materials
[00:26:07.970]in our courses.
[00:26:09.680]We also know that students may also be facing
[00:26:14.720]other issues such as some homelessness situations,
[00:26:19.440]food and financial insecurities
[00:26:21.310]because we know that many persons have lost their jobs,
[00:26:24.630]our students no longer have
[00:26:26.680]perhaps their part-time positions
[00:26:28.520]that they were able to engage in, in Lincoln.
[00:26:32.050]So as their home, there may not be opportunities
[00:26:35.280]for them to recoup those types of experiences.
[00:26:38.590]So we need to be concerned
[00:26:40.470]about not only how we engage learning,
[00:26:44.560]but also some of the situational issues
[00:26:47.530]and constraints that students will be dealing with
[00:26:52.490]during this time in dealing with COVID-19.
[00:26:56.660]So that means that faculty
[00:26:59.970]have to be intentional, (keyboard beeps)
[00:27:01.160]have to flexible,
[00:27:03.110]you have to have the opportunity for students
[00:27:05.100]to engage the material in a number of different ways.
[00:27:08.560]Next slide, please.
[00:27:13.780]So in terms of resetting expectations in relationship
[00:27:18.180]to the classroom, I know for myself, I'm teaching a class,
[00:27:21.580]and I usually have pretty high expectations for students
[00:27:26.590]and in terms of their output
[00:27:29.890]and the effort that they put into their learning,
[00:27:32.380]how things are done.
[00:27:34.110]So we also tend to presume that the students
[00:27:38.640]will do certain things.
[00:27:40.250]And the first issue here is as students, we presume
[00:27:43.580]and we assume that students will seek help
[00:27:46.020]when they are struggling with a class.
[00:27:48.390]That is not necessarily true.
[00:27:51.530]There are certain groups, particularly based on gender
[00:27:54.930]where we know males do not have as much
[00:27:59.780]of a proclivity to ask for instructions
[00:28:02.890]or enhanced directions or explanations
[00:28:06.030]as perhaps the women in our classes.
[00:28:09.390]We have persons who may not ask for help,
[00:28:12.120]because of some indications
[00:28:14.440]that it might go into areas of stereotype threat for them,
[00:28:19.070]where they are free to ask for help,
[00:28:21.050]because they feel that it's going to confirm
[00:28:23.100]some particular stereotype about their particular cultural
[00:28:27.390]or racial or ability group.
[00:28:29.880]So we have to be careful about that
[00:28:32.660]in this environment where we don't have eyes
[00:28:34.750]on the students.
[00:28:35.583]We're not necessarily seeing them
[00:28:37.550]twice a week or once a week.
[00:28:39.170]We have to develop ways to let them know
[00:28:42.210]that asking for help is expected,
[00:28:45.040]not that it's okay, but it is expected for them
[00:28:47.390]to ask for help and that you are available to help them
[00:28:50.880]and to guide them in getting the resources
[00:28:53.790]and the information that they need.
[00:28:56.450]Also older students (keyboard beeps)
[00:28:58.200]and students with physical disabilities,
[00:29:00.420]we have presumptions about or assumptions
[00:29:02.580]about their ability to learn, the rate of their learning,
[00:29:05.930]the speed of their learning.
[00:29:07.430]So we need to be conscious of those types of issues
[00:29:10.930]that could creep into the way
[00:29:13.140]we are designing our classes remotely,
[00:29:16.230]the types of assignments that we provide
[00:29:19.500]and also how we are presuming that students
[00:29:22.490]should be able to provide the products
[00:29:24.450]that we are asking them for.
[00:29:27.050]Then students may have some sensibilities,
[00:29:32.020]and do have sensibilities about being presumed
[00:29:34.210]that they are the expert and spokesman's for their groups.
[00:29:37.410]And we know that this creates some feelings
[00:29:40.760]of uncomfortableness on the parts of students.
[00:29:43.460]And I have seen cases
[00:29:44.730]where this particular assumption is made,
[00:29:47.620]and the students just basically check out of the class.
[00:29:50.940]They don't want to be placed in those situations
[00:29:53.150]and instructors and professors need to be conscious
[00:29:56.110]on those types of issues.
[00:30:00.400]Some perceptions that only certain students can be experts
[00:30:06.350]or have an opinion about an issue.
[00:30:09.320]I know I teach a diversity class
[00:30:10.767]and many times my European-American students
[00:30:13.630]are reluctant to speak
[00:30:14.730]because they have been placed in the position
[00:30:17.190]and they have that perception
[00:30:18.730]that they are not to have an opinion about certain things.
[00:30:23.040]And we have to give them the opportunity
[00:30:26.170]to dispel some of those assumptions.
[00:30:28.260]And we need to be mindful about those as instructors,
[00:30:31.180]as we are progressing through the latter parts
[00:30:34.010]of this semester.
[00:30:36.060]Next slide, please.
[00:30:38.160]I'm speeding through this
[00:30:39.240]because our time is getting away from us
[00:30:42.517]and we really want you to have opportunity
[00:30:44.310]to ask your questions.
[00:30:45.910]So setting the tone.
[00:30:49.220]Several challenges for underrepresented students.
[00:30:52.300]This notion of invisibility,
[00:30:54.860]not being recognized in the instructional environment.
[00:31:01.740]Not being considered to have any reasonable answer
[00:31:06.490]or response that would
[00:31:07.680]be a contribution (keyboard beeps)
[00:31:08.750]to the class
[00:31:10.480]Accessibility, and the information
[00:31:13.950]that I have been reading, the digital divide
[00:31:17.490]really impacts underrepresented populations.
[00:31:21.210]So where persons who are in lower socioeconomic groups
[00:31:25.160]do not have access to all of the devices,
[00:31:28.700]iPads and computers or each person having access
[00:31:32.930]to their individual computers.
[00:31:34.540]There's may be a lot of sharing that takes place
[00:31:37.190]within that particular household.
[00:31:39.360]And then external pressures, we've talked about already
[00:31:42.360]where students may be dealing
[00:31:44.820]with the fact that their parents have been laid off,
[00:31:47.470]or their guardians are no longer employed
[00:31:50.780]and relying on other areas
[00:31:54.070]or other means to try to provide for the family.
[00:31:57.040]So we have to be mindful, like we should be mindful.
[00:32:01.087]And this is my opinion and opinion of others
[00:32:03.480]in the research of all those external pressures
[00:32:06.040]that students might be facing,
[00:32:08.590]in trying to do the assignments
[00:32:10.950]that they have been prescribed.
[00:32:13.270]So flexibility and looking at different modes
[00:32:16.860]and operations of handling the classroom experience
[00:32:20.180]can be extremely important to student success.
[00:32:23.070]So looking at expectancies,
[00:32:25.500]I don't think that we need to lower our expectations
[00:32:29.170]in terms of the learning that we anticipate from students,
[00:32:33.624]but we need to look at our expectations
[00:32:36.830]in terms of the processes and how we get that accomplished.
[00:32:40.830]Building rapport and community
[00:32:42.380]is gonna be extremely important right now.
[00:32:46.370]Our students have been pretty much yanked out
[00:32:48.890]of familiar settings
[00:32:50.590]in terms of how they receive instruction,
[00:32:53.450]and being forced to use some different modalities.
[00:32:57.370]So we need to be careful about that
[00:32:59.640]and to create that rapport between student and instructor,
[00:33:04.920]and also across your student population.
[00:33:08.310]And so there are some ways that we can do that,
[00:33:10.000]we'll talk about in a little bit.
[00:33:12.110]Using inclusive language,
[00:33:13.400]acknowledging the differences of individuals,
[00:33:16.390]being sure that we know the appropriate language
[00:33:19.060]to use as we were referring to specific groups
[00:33:22.620]in our classrooms, and helping our students
[00:33:26.700]to be aware of how they should be responding
[00:33:31.150]in these types of environments
[00:33:33.050]in relationship to underrepresented students.
[00:33:36.080]Awareness of multiple visible and invisible identities
[00:33:39.060]in the classroom.
[00:33:40.290]And this can be a huge issue
[00:33:41.940]because all identities that can be salient to a student
[00:33:45.130]at any particular point in time are not visible.
[00:33:48.590]Many of them are invisible identities
[00:33:51.110]just because I might be African-American
[00:33:53.820]doesn't mean that that's the only identity
[00:33:56.240]that is impacting my learning in the classroom.
[00:33:59.510]So as instructors, we need to be mindful
[00:34:01.730]that there are multiple identities,
[00:34:04.410]they are intersections of identities,
[00:34:06.810]and not all identities are visible,
[00:34:09.710]many of them are invisible.
[00:34:11.110]So we have to be conscious of that
[00:34:13.260]and to provide some space for students
[00:34:15.830]to perhaps, in this environment, to indicate to us
[00:34:20.080]where their issues might be
[00:34:21.300]and what might be motivating those issues.
[00:34:23.970]Address any attentions
[00:34:25.360]or problematic patterns of interactions.
[00:34:27.970]And here, we will have to be particularly vigilant
[00:34:31.100]because you can have an individual student
[00:34:34.690]who may
[00:34:35.800]discontinue participation (keyboard beeps)
[00:34:37.440]in a group assignment, and you may not be aware of that.
[00:34:41.140]So developing ways to check in on your students.
[00:34:45.010]The polling that we've been doing today
[00:34:47.920]is an example of a way
[00:34:49.260]that you can check in on your students
[00:34:51.590]and just ask some very, very simple questions
[00:34:54.830]that can give you information that might be helpful for you
[00:34:57.390]in helping the students to learn better.
[00:34:59.580]Okay, next slide.
[00:35:04.010]You went backwards.
[00:35:06.460]Okay, here we go.
[00:35:08.100]So there are four principles that we wanted to introduce
[00:35:12.870]in terms of inclusive excellence principles and instruction.
[00:35:17.040]And those as you can see
[00:35:18.370]are transparency, academic belonging,
[00:35:22.000]accessibility, and flexibility.
[00:35:23.850]So you'll be hearing some of these words repeated
[00:35:26.820]throughout the presentation
[00:35:28.820]because the research has indicated
[00:35:31.340]that they are extremely important
[00:35:33.060]in us helping our students, all students
[00:35:35.640]to be successful in our remote learning situations.
[00:35:39.250]And they also transfer into situations
[00:35:41.340]when we get back into our regular mode of teaching,
[00:35:44.520]into the classroom setting.
[00:35:46.710]But transparency is looking at clear communication.
[00:35:51.700]Using a language that is clear,
[00:35:54.090]that clearly expresses what the expectations are.
[00:35:59.180]Provide some examples that explain
[00:36:01.890]and show the expectations and action.
[00:36:06.140]And to let students know, okay, we're in a different format.
[00:36:10.660]These are the ways that I have changed the class
[00:36:13.670]and change the instruction.
[00:36:15.360]These are the ways that I perhaps enhance
[00:36:18.620]or change the assignments for the class.
[00:36:22.140]And here are some ways that I can help you
[00:36:25.500]in being successful.
[00:36:27.660]Looking at virtual office hours might be helpful
[00:36:31.490]and giving students an opportunity to contact you
[00:36:35.560]and for you more specifically,
[00:36:37.650]to be available to the students.
[00:36:40.630]We've already talked about belonging,
[00:36:42.580]but developing those connections,
[00:36:45.430]it related to the course, okay?
[00:36:48.070]And be mindful that students
[00:36:49.690]will be taking multiple courses now remotely.
[00:36:52.810]And so we will have to help them navigate that situation.
[00:36:57.940]And then be mindful of accessibility to online instruction
[00:37:02.710]for our students at all times.
[00:37:04.860]And I have interjected in my class,
[00:37:08.390]which is a case base class
[00:37:11.190]and ways that I can check in on students
[00:37:14.520]from time to time as a group,
[00:37:17.100]as a whole class in their project groups
[00:37:19.320]and then individually to see how well they're doing,
[00:37:22.460]and if they have any questions
[00:37:23.940]or any concerns that I can help them with.
[00:37:26.160]And then also again, being flexible,
[00:37:28.960]being aware that there may be some changes
[00:37:32.050]that students present to you,
[00:37:33.900]that might impact the way that you have to address the class
[00:37:38.220]in relationship or the class materials
[00:37:40.260]in relationship to that particular student.
[00:37:43.210]And realize that there are a lot of changes
[00:37:45.410]that students have experienced.
[00:37:46.870]There are a lot of changes
[00:37:47.780]that faculty members have experienced.
[00:37:49.760]And we just have to be patient with each other
[00:37:51.820]during these processes.
[00:37:53.570]Next slide, please.
[00:37:57.900]All right, so we're using a word here that
[00:38:00.010]in a way that might seem a little bit difficult
[00:38:05.670]or different in terms of the way it's normally perceived.
[00:38:10.440]But we're saying that and asking
[00:38:12.330]that we all try to embrace intrusion, all right,
[00:38:17.400]to embrace intrusion,
[00:38:19.390]meaning that we're gonna to take an approach
[00:38:23.030]of not sitting back or we're asking you to consider approach
[00:38:26.650]where you don't just sit back
[00:38:28.120]and wait for the students to come to you.
[00:38:31.500]Look for ways to fully engage underrepresented students,
[00:38:36.260]because we talked about stereotype threat,
[00:38:38.440]we talked about the issue of cultural dynamics
[00:38:41.240]that may not leave them to come to you
[00:38:44.260]if they have concerns
[00:38:45.620]about how they're able to access the class,
[00:38:47.960]their understanding of a particular assignment,
[00:38:50.810]understanding of the changes that you've made
[00:38:53.230]in terms of the course and course delivery.
[00:38:56.930]So we're asking you to be intrusive.
[00:38:59.970]That means take responsibility, be proactive,
[00:39:04.390]be intentional in how you look
[00:39:07.220]at establishing that class environment
[00:39:10.320]for all of your students
[00:39:11.660]who're particularly underrepresented students,
[00:39:13.770]first gen students, (keyboard beeps)
[00:39:14.910]students with disabilities.
[00:39:17.100]So some of the strategies is,
[00:39:21.960]ask them some questions.
[00:39:23.220]And again, this is an example of the polling
[00:39:25.410]that we did today, can help you with that.
[00:39:27.570]And that polling can be done in Zoom.
[00:39:29.850]I think that type of polling can be done in Canvas as well.
[00:39:33.330]So if you wanted to do those things,
[00:39:35.520]and you're not familiar with them,
[00:39:36.650]consult your instructional designers on campus,
[00:39:39.970]and they will be able to walk you through that.
[00:39:42.310]But asking them what concerns you have
[00:39:44.490]about taking this course at this particular point in time,
[00:39:47.890]given the changes that have been made.
[00:39:50.610]Ask them how you can best facilitate their learning now.
[00:39:54.333]I know we probably do these things
[00:39:55.990]at the beginning of the semester.
[00:39:57.680]But here's an opportunity for us to reset
[00:40:00.700]and to do things and to incorporate ways
[00:40:03.140]that will help and contribute to student success.
[00:40:07.210]All right, next slide, please.
[00:40:09.740]Thank you, Dr. Combs.
[00:40:12.520]I wanna say thank you.
[00:40:13.520]I'm gonna pick it up right here.
[00:40:15.497]Okay, all right.
[00:40:16.890]And as we are talking
[00:40:17.723]a little bit about embracing intrusion,
[00:40:20.210]some of the things that we do want you all
[00:40:21.600]to think about as well is,
[00:40:23.300]how can we actually make our courses more transparent.
[00:40:27.300]When we say proactive measures,
[00:40:31.380]such as even asking these questions to yourself,
[00:40:34.090]what would it take to be successful in this course?
[00:40:37.030]And then answering that question for your students.
[00:40:40.290]So essentially, as we're thinking through this,
[00:40:43.950]think through how you should approach the readings.
[00:40:46.540]Again, as we're talking about access
[00:40:48.130]and the ability of our students,
[00:40:49.990]we're looking at this differently.
[00:40:51.250]We're not assuming what our students may have access to,
[00:40:54.990]and what does that experience look like for our students,
[00:40:58.990]but understanding that we have to readjust.
[00:41:01.210]And even thinking about how students
[00:41:03.440]or how should I approach this study process.
[00:41:05.960]How should students prepare for their exams.
[00:41:08.890]And as you're thinking through your questions,
[00:41:11.130]how do you actually to translate that to your students,
[00:41:14.450]as you post them, perhaps you even want to report yourself
[00:41:17.020]and tell students, again, candidly,
[00:41:19.410]what will it take to be successful in this course.
[00:41:21.720]And then tell them what those expectations are.
[00:41:24.030]And then start providing them examples
[00:41:27.430]always, they can take an even start to organize your notes,
[00:41:30.880]modeling, and providing examples of that.
[00:41:33.950]A few other things we should think about,
[00:41:36.030]using assessment strategies
[00:41:37.350]that focus on continuous improvement and progress.
[00:41:40.240]This will actually demonstrate the proficiency
[00:41:42.440]by the end of the course.
[00:41:43.690]And again, readjusting our expectations
[00:41:45.830]because again, many of our students,
[00:41:47.570]of course, ourselves included, did not sign up
[00:41:50.500]for online classes.
[00:41:51.580]So this was will be an adjustment period.
[00:41:53.460]So use your assessment strategies
[00:41:54.293]that focused on the actual improvement process.
[00:41:57.990]The adjusting grades be based on the effort,
[00:42:01.676]and also personalizing their feedback.
[00:42:03.930]I think many of us know,
[00:42:04.920]but studies have shown time after time
[00:42:06.880]that when students receive personalized feedback
[00:42:10.240]on assignments, and on efforts,
[00:42:13.120]that has a tendency, obviously to impact in a positive way,
[00:42:16.470]students want to know their progress.
[00:42:18.580]And then of course,
[00:42:19.413]offering alternative course grading options.
[00:42:21.710]We're not within our classrooms anymore.
[00:42:24.210]Many students have lost that sense of community.
[00:42:26.430]So if we can offer those alternatives to our grading,
[00:42:29.550]that alleviates many of the stress elements,
[00:42:32.470]but also it allows students to actually see
[00:42:35.540]again the light in the tunnel,
[00:42:37.600]and also to see themselves actually modeling
[00:42:40.290]and going through the course and growing throughout that.
[00:42:43.230]And of course, research is also has been out claim for
[00:42:46.518]and (mumbles) at this point,
[00:42:47.940]but smaller assignments with lower point totals
[00:42:50.670]versus a large assignments with big point totals.
[00:42:52.900]So they want assignments that's worth 7% of their grade,
[00:42:56.380]versus maybe five or six assignments,
[00:42:58.500]it'll equal up to that amount.
[00:43:00.290]So just considering those different ways.
[00:43:02.710]Again, we're talking about intrusion
[00:43:04.580]because there's major disruption.
[00:43:06.570]We want to let students and provide these strategies
[00:43:08.750]for them to maximize their potential for success,
[00:43:12.370]but not only for those who may have more difficulty
[00:43:16.100]just because of external factors
[00:43:18.240]and systemic areas that we want to be cognizant of.
[00:43:23.300]Nkenge, can I just say something
[00:43:24.950]about that last piece,
[00:43:26.530]because I know most professors will lay out
[00:43:30.410]huge end of course assignments,
[00:43:34.730]and I have one of those too.
[00:43:37.330]But usually, those assignments
[00:43:38.440]require a lot of collaboration among the students
[00:43:43.300]in whatever groups that you have them situated in.
[00:43:46.530]And students may not have the accessibility
[00:43:48.840]or the opportunity to do that any longer
[00:43:52.250]because they're not on campus together,
[00:43:53.543]they're not taking other classes together.
[00:43:56.160]So to break those up into smaller chunks
[00:43:59.300]would be really, really helpful for students.
[00:44:03.650]Thank you.
[00:44:07.270]In relational learning, this is another principle
[00:44:10.120]that's to connect back
[00:44:11.180]to the accessibility and community building.
[00:44:12.850]But relational learning really examines
[00:44:15.530]a way of bringing students
[00:44:16.820]from a social constructionist perspective.
[00:44:20.320]So we are actually looking at this model is for students,
[00:44:23.110]mentors and professors,
[00:44:24.330]and we're learning from one another.
[00:44:26.240]And this is something that especially we're talking
[00:44:28.210]about universal design
[00:44:29.700]through this kind of online learning format.
[00:44:31.970]And actually applying these principles
[00:44:33.700]of our own experiences and our own ideas
[00:44:37.430]with the actual elements of that course.
[00:44:39.830]And this is actually inviting both the students
[00:44:42.170]and the instructors to enter into this kind of path
[00:44:44.700]or a dialogue about their own learning.
[00:44:46.810]And it really intentionally rejects
[00:44:50.170]this deficit perspective.
[00:44:51.490]So we're not Looking at our students
[00:44:53.520]based on some of these stereotypical,
[00:44:56.269]or these general kind of observations that we think we have
[00:45:00.060]about their intellectual capacities
[00:45:02.660]or they're fit for college.
[00:45:04.610]But we are more so looking at this
[00:45:06.280]as validation, positive messaging.
[00:45:09.060]We're actually providing actual ways
[00:45:11.270]our students can see themselves
[00:45:12.670]finishing this course successfully
[00:45:14.320]and we're engaging them in the learning process.
[00:45:16.670]And as Dr. Combs said earlier, these high expectations
[00:45:19.810]are still something that we hold dear.
[00:45:22.260]We're pushing our students of course to excel.
[00:45:25.110]Holding them, of course, to this standard.
[00:45:27.490]But we're also providing
[00:45:29.220]this unconditional positive message,
[00:45:31.560]and that can be done in so many different ways.
[00:45:33.990]Many of you have seen
[00:45:35.080]probably through the center for transformative teaching,
[00:45:37.360]which we'll talk about as the end is.
[00:45:39.160]But there's just different elements
[00:45:40.890]to actually start this instruction of courses.
[00:45:43.050]So if you're recording messages, for example,
[00:45:45.120]perhaps you could start off
[00:45:45.970]your recorded weekly session meeting
[00:45:48.610]with just this notion of how you are doing
[00:45:52.260]and also encouraging your students to push through
[00:45:54.920]and giving them strategies.
[00:45:56.490]You've had some great work,
[00:45:57.980]perhaps putting on their actual assignment,
[00:46:00.790]you belong here, proud of you, you can exceed.
[00:46:03.950]Again, just reinforcing these positive messages
[00:46:06.780]and relating that to their experiences.
[00:46:09.860]We are in this part right now together.
[00:46:12.063]And our students more so than any of these stakeholders
[00:46:16.160]are having a loss of community
[00:46:18.290]and many of them may not be as connected
[00:46:21.310]to the materials they were
[00:46:22.890]a few weeks ago.
[00:46:23.940]So we reinforce their sense of belonging
[00:46:27.060]through these kinds of positive regards.
[00:46:29.910]We can really start to impact
[00:46:31.680]not only their sense of belonging,
[00:46:33.830]but just structuring their participation
[00:46:36.850]in a more collaborative effort.
[00:46:41.370]And then how does this relational learning look?
[00:46:43.530]I provided a few examples.
[00:46:45.870]But at its core, of course, relational learning
[00:46:48.170]relies heavily on strong relationships
[00:46:50.370]between the instructor and the students,
[00:46:52.320]where working alliance, the collaboration.
[00:46:55.320]And it's rather than setting up the dynamic based on power,
[00:46:59.440]we're looking at ourselves as a trusted guide
[00:47:01.830]of the disruption to your actual courses
[00:47:04.590]has been, of course immeasurable
[00:47:06.760]and we can use this opportunity, especially as we transition
[00:47:09.760]to the online learning component,
[00:47:11.850]should we look at this as a collaborative effort
[00:47:13.610]with our students?
[00:47:14.610]we are, many of us in a sense, we're working
[00:47:16.590]through this together, not just the pandemic,
[00:47:19.670]but the disruption of it.
[00:47:21.200]So instead of us looking at more traditional settings,
[00:47:23.920]we can start acting as guides.
[00:47:26.110]To note, many of our students have lost
[00:47:28.050]that sense of community.
[00:47:29.270]So the many times you may see that your students
[00:47:31.450]in your classes may look to you to be the guide
[00:47:34.177]not only for that course,
[00:47:35.720]but for the University of Nebraska Lincoln itself,
[00:47:38.270]because you are the connection they'll have
[00:47:40.660]to the institution.
[00:47:41.910]And even though they've probably established relationships
[00:47:44.850]with many different areas on campus,
[00:47:47.210]many of them will will start coming to their faculty
[00:47:49.150]as a trusted source for that information
[00:47:51.840]and to guide them through this process.
[00:47:53.950]And we can use this as an opportunity
[00:47:56.160]for the learning process as well.
[00:47:58.230]And of course, start to transform this
[00:48:00.370]as a working alliance that will be central
[00:48:02.360]not to their experiences in this course,
[00:48:05.564]but the broader educational experience.
[00:48:08.170]So bonding over this particular course moment,
[00:48:12.100]but also, the course
[00:48:13.800]and then again, your possibility
[00:48:16.360]of being placed in the center
[00:48:17.193]of their experiences at this point.
[00:48:19.200]And then of course, you're the master of this field,
[00:48:21.820]but also letting students be involved in the process of it.
[00:48:25.880]We're gonna talk a little bit about the dialogues
[00:48:27.797]and courses depending on course, the format of your class.
[00:48:32.470]But in many times, the course given where we are,
[00:48:36.870]especially with a pandemic,
[00:48:38.510]we wanna start talking about ways
[00:48:39.850]we can meet this opposition,
[00:48:42.470]and it can be in many forms
[00:48:43.650]because again, a lot of our students
[00:48:45.140]maybe are very afraid what's happening right now.
[00:48:47.930]How do we meet that, especially dispelling myths
[00:48:51.522]and perhaps even discrimination and biases,
[00:48:54.010]how do we meet that with civil discourse.
[00:48:56.780]And then even allowing ourselves
[00:48:58.980]and especially as faculty, a moment of vulnerability
[00:49:01.470]so students can see, again, if the impact of this pandemic,
[00:49:05.160]but also this transition has impacted all of us.
[00:49:08.000]And again, it goes back to that connecting
[00:49:10.580]and being a part of the guy.
[00:49:12.130]And it's part of that to really establish
[00:49:14.980]a dynamic for students to begin understanding their role
[00:49:17.580]and yours in this learning process,
[00:49:19.460]especially with the disruption
[00:49:20.710]to the online learning format.
[00:49:26.260]The third principle is to build community.
[00:49:29.280]Building community in the online environment,
[00:49:32.140]it highly increases,
[00:49:33.540]of course, the likelihood of student success.
[00:49:35.700]Online learning is not a new phenomenon,
[00:49:38.210]but it will be new to many of our students
[00:49:40.150]and perhaps too many of us.
[00:49:41.960]And in order to create a sense of community,
[00:49:45.380]to really impact the likelihood of our students' success,
[00:49:49.440]we want to provide you new strategies
[00:49:51.620]that'll focus on continuous improvement and progress.
[00:49:56.840]So we talked a little bit about grade based on feedback,
[00:50:01.040]personalizing this, of course, as much as possible,
[00:50:04.250]but we also want you to be deliberate
[00:50:06.040]and consistent with the building of communities,
[00:50:09.240]helping students connect not only with the course material,
[00:50:12.070]but with one another.
[00:50:13.690]This is something that's quite simple, it seems,
[00:50:15.650]especially when we have the face-to-face model,
[00:50:17.600]building the community.
[00:50:19.930]Students, again, their the physical aspect
[00:50:22.630]of being in the same room with one another,
[00:50:24.670]they're sharing the learning experience together,
[00:50:26.930]in real time, at the same time.
[00:50:29.260]But it's a little bit different,
[00:50:30.140]when you're in the online environment.
[00:50:31.610]So we have to be a lot more creative
[00:50:33.520]and intentional with how we build this community.
[00:50:37.292]And in many ways, we can do that
[00:50:38.650]with very simple strategies.
[00:50:40.620]I would want you to think about being present
[00:50:42.720]in some aspects of the course.
[00:50:44.270]I mean, one of the things we do recommend,
[00:50:47.410]especially talk about synchronous versus asynchronous
[00:50:49.870]is that in order for this to be as successful
[00:50:51.780]to our students as possible,
[00:50:52.990]we don't wanna set up additional barriers
[00:50:55.510]by having students meet at the same time, et cetera.
[00:50:58.400]We wanna be able to be flexible with that regard
[00:51:00.380]as you're able to be.
[00:51:02.150]But perhaps as we're thinking about these videos,
[00:51:04.230]introducing your own current status,
[00:51:06.290]it could be a short video that you upload
[00:51:07.940]to your Canvas site
[00:51:09.270]and you can invite students
[00:51:10.350]that may want to participate as well,
[00:51:12.950]you now just be university communications department
[00:51:16.270]just released this great video that you may have seen
[00:51:19.050]or may not have seen yesterday
[00:51:20.370]where many members of the campus are giving
[00:51:23.440]these virtual high fives and it's maybe 20 members.
[00:51:26.820]It's something that is a way of connecting,
[00:51:28.840]again, mainly connect with students,
[00:51:30.990]but to show them that we're in this together,
[00:51:32.720]it's a fun way for us to engage them.
[00:51:35.380]But we can also detail in our videos,
[00:51:37.960]ways that you yourself may be staying busy
[00:51:41.480]observing things that you've seen throughout,
[00:51:43.850]perhaps even talking about the opportunity
[00:51:47.720]to engage maybe in your own particular
[00:51:50.050]in this a little bit more or TV show.
[00:51:52.300]Anyway, you can again build a community with your students,
[00:51:55.080]because there's a real sense of loss,
[00:51:57.300]especially at this moment.
[00:51:59.010]And you can also be active in your classroom discussions.
[00:52:01.900]If you're gonna set up classroom discussion boards,
[00:52:04.210]group chats forums, igniting those conversations
[00:52:07.060]is important, but engaging them continuously is as well.
[00:52:10.230]Making sure you're commenting
[00:52:11.220]on student dialogue or participating as well
[00:52:16.270]is showing students that this is an active, ongoing process,
[00:52:19.300]and again, you're building
[00:52:20.170]intentional relationships as well.
[00:52:22.420]Other opportunities to engage outside the classroom,
[00:52:25.220]perhaps thinking about setting up virtual groups,
[00:52:28.510]study groups, it could also be virtual meetups,
[00:52:33.200]many different areas have now had these virtual happy hours,
[00:52:36.410]or mocktails online.
[00:52:38.890]So just different things such as that.
[00:52:40.950]So being intentional with that,
[00:52:42.680]especially looking at our underrepresented students,
[00:52:44.960]who again, I keep saying that they have had
[00:52:46.900]a real sense of loss,
[00:52:47.897]and especially for those who may be
[00:52:50.580]historically underserved,
[00:52:51.950]we want to be as intentional as possible.
[00:52:54.520]And then finally, perhaps sharing perspectives.
[00:52:58.220]Inviting students to share their stories
[00:53:00.560]with other students, creating a community of scholars.
[00:53:03.550]And again, it does not have to be personal real stories,
[00:53:06.780]but it could be more so about their experiences right now,
[00:53:10.840]their expectations for the course
[00:53:12.990]or just even some suggestions they may have
[00:53:14.990]in implementing more structures of support
[00:53:19.140]for one another.
[00:53:24.290]And our final one is the culturally relevant
[00:53:26.747]and affirming principle,
[00:53:28.760]which connects back to the flexibility
[00:53:30.900]or in the critically engaging differences piece.
[00:53:33.790]The culture relevant affirming approach
[00:53:35.760]includes running classrooms that are reflective
[00:53:37.770]of a diverse society.
[00:53:40.110]Many times, instructors of course serve
[00:53:42.670]as the classroom manager.
[00:53:44.900]They set the tone, they also really help
[00:53:48.500]with crafting the climate.
[00:53:50.230]And it's important to recognize our own biases and values
[00:53:52.970]and how they can be reflected
[00:53:55.010]and influence our own particular expectations
[00:53:57.590]for behaviors of students
[00:53:59.030]and the interactions our students can have
[00:54:00.650]with one another.
[00:54:01.720]And part of this is to start really being intentional
[00:54:04.980]about strategy that we employ,
[00:54:06.800]especially in the online environment
[00:54:08.110]that can be can simply implement
[00:54:09.637]to really start to affirm the multicultural components
[00:54:13.730]of our course, of our classes.
[00:54:15.640]And also, of course, other diverse and global world
[00:54:17.890]that we of course serve.
[00:54:19.900]So a few strategies that we developed are,
[00:54:23.090]selecting some literature
[00:54:24.330]or your readings that are inclusive of multiple voices.
[00:54:27.600]So we can have course include various religions,
[00:54:30.010]we can include international perspective,
[00:54:32.880]we can also again, include different authors,
[00:54:36.440]especially when we're talking about examples,
[00:54:38.370]providing concrete individuals,
[00:54:40.450]then maybe, again, different from the majority voice,
[00:54:43.700]just providing those literally,
[00:54:45.510]it can really make a difference.
[00:54:47.730]And then of course, even course images
[00:54:49.570]as we're developing our course materials,
[00:54:53.410]and it could be the visuals,
[00:54:55.080]making sure that they reflect again, a diverse society.
[00:54:58.653]So they should reflect students of color,
[00:55:01.330]they should reflect the disabilities,
[00:55:04.510]the various disabilities our students may or may not have.
[00:55:08.230]And then of course, diversity in multiple forms.
[00:55:10.700]So even in regards to these images,
[00:55:13.020]it can be a slideshow that you've developed.
[00:55:15.860]And of course, even when we're originally speaking
[00:55:18.010]during our course recordings
[00:55:21.610]or we're doing these sessions with our students,
[00:55:23.300]in providing examples,
[00:55:24.590]make sure that your examples are submitted in diversity,
[00:55:28.210]even the name selection.
[00:55:29.480]if you're trying to think of different names.
[00:55:32.000]I've used to do this in courses all the time,
[00:55:33.840]whereas say so example, I talked to a woman, Keisha.
[00:55:38.420]Keisha was et cetera,
[00:55:39.550]giving different perspectives names and pronouns.
[00:55:42.620]Things like this are very important.
[00:55:44.090]You're mirroring what you want your students to see
[00:55:46.870]because that's what currently exists and when do this,
[00:55:50.886]we accept of course, what we see.
[00:55:52.120]But we also invite in multiple perspectives
[00:55:54.920]in our students without it being a forced regard.
[00:55:59.510]And of course, exposing students
[00:56:01.430]to racially salient images
[00:56:03.440]that highlight their contribution to society.
[00:56:06.370]So we are showing these examples, they're positive images,
[00:56:10.010]they're positive examples,
[00:56:11.670]and they are diverse in their scope.
[00:56:16.910]And all participants play a role.
[00:56:19.690]Many participants play a role in the course.
[00:56:22.420]The faculty members' role is central,
[00:56:24.970]especially in the forming of the climate for diversity,
[00:56:28.400]you have the power to select the course content,
[00:56:31.090]the discussion, and of course, you facilitate the learning.
[00:56:36.040]And all of this, of course impacts
[00:56:37.980]and affects the classroom climate.
[00:56:39.650]So is your language inclusive?
[00:56:42.340]It's important to use the pronoun she
[00:56:44.850]just as much as he,
[00:56:46.090]and of course, even gender-neutral pronouns
[00:56:48.140]are equally important.
[00:56:49.400]So as we're doing that,
[00:56:50.830]we wanna make sure we're modeling it,
[00:56:52.117]and we're not relying heavily on
[00:56:54.130]like these masculine terminologies.
[00:56:56.610]And we also o course wanna make sure
[00:56:57.920]we're making not making assumptions.
[00:56:59.880]And also, when you're lecturing,
[00:57:02.060]if you're using phrases such as it's easy to see,
[00:57:05.390]or I'm sure this answer is obvious to most of you all.
[00:57:10.480]We wanna avoid those kind of phrases,
[00:57:12.150]because one, we don't want to assume that it is easy to see.
[00:57:15.920]And we also wanna make sure that we're allowing room
[00:57:18.510]for growth and development.
[00:57:20.720]And of course, preparing yourself
[00:57:22.100]to address diversity issues in classroom discussions.
[00:57:25.160]Don't assume that your discipline is immune to this.
[00:57:28.010]And we also wanna make sure we're being mindful
[00:57:30.450]of better terms for social groups
[00:57:33.720]and give feedback.
[00:57:34.610]Of course, we notice this already, but includes praise.
[00:57:37.520]And we encourage you to expose yourself
[00:57:39.130]to the research of microaggressions.
[00:57:40.630]So for example,
[00:57:41.463]there's Sean Harper's racial justice Institute.
[00:57:44.430]We're gonna offer a few more,
[00:57:45.860]especially in terms of our resource page,
[00:57:49.240]so make sure that you're staying present
[00:57:51.140]in the online dialogue, monitoring it regularly,
[00:57:53.660]intervening as you need to and as necessary.
[00:57:58.197]And of course, final thoughts.
[00:58:01.210]As this coronavirus crisis escalates,
[00:58:04.830]faculty members across the country have been rushing
[00:58:08.160]to reach their courses.
[00:58:10.370]There is an emotional and physical
[00:58:12.720]and psychological toll that it takes
[00:58:15.280]that not only do we see,
[00:58:16.280]of course, when we're transitioning
[00:58:17.760]to this online and remote learning,
[00:58:20.180]but it's also brought on by the global pandemic.
[00:58:23.920]To integrate empathy and compassion
[00:58:25.910]into our courses is critical.
[00:58:28.700]If nothing else we have said today is important,
[00:58:31.920]this is quite important.
[00:58:34.370]We are in a very unprecedented period in our history,
[00:58:38.290]and we show more empathy and compassion,
[00:58:41.770]we can transform our classes,
[00:58:43.300]but we can also show our students that we are with them
[00:58:47.040]in this regard and that we also care
[00:58:48.730]about their overall well-being.
[00:58:50.870]So a few things to consider.
[00:58:53.510]Think about the new challenges your students are facing.
[00:58:56.300]We're going to provide you with a lot of literature
[00:58:58.450]and a lot of resources following this.
[00:59:01.080]But the actual obstacles that many of them will face,
[00:59:04.560]which are likely to be access,
[00:59:06.300]but also external factors that we cannot always see,
[00:59:09.180]we wanna make sure we're creating
[00:59:10.190]a variety of pathways for our students
[00:59:12.620]to complete their assignments, this is crucial.
[00:59:15.790]We are investing, our students are investing
[00:59:18.040]their time and efforts in this
[00:59:19.570]and we wanna make sure that we understand
[00:59:20.980]that there are so many invisible challenges
[00:59:23.350]or which is not visible to us that our students
[00:59:25.730]will be facing and that they'll continuous face.
[00:59:28.690]And out of all this, we're making so many assumptions,
[00:59:31.190]one of the biggest ones,
[00:59:32.580]that our students will have the basic needs to access.
[00:59:36.080]And so we also wanna make sure
[00:59:37.243]that we're making a habit to assume good intention,
[00:59:40.560]specifically during this period,
[00:59:42.870]to embrace that flexibility,
[00:59:45.840]to know that our students,
[00:59:46.830]again, our students, in many times
[00:59:49.310]have these invisible markers,
[00:59:51.480]but as states are still grappling with these,
[00:59:55.950]of course, this issue of the global pandemic,
[00:59:57.700]know that many of our students are international,
[01:00:00.210]and many of them may be displaced.
[01:00:02.860]We're thinking through all of that.
[01:00:04.360]So we want to exhibit grace to our students,
[01:00:06.980]but also to ourselves,
[01:00:08.680]because this period is not one
[01:00:10.560]that we could actually reach back in history,
[01:00:12.970]to provide us with a path of how to move forward.
[01:00:15.850]But more so, to actually start thinking through
[01:00:18.550]and know that this is fluid, that this will change,
[01:00:21.360]and that our goal is to make sure we're equipping ourselves
[01:00:24.410]and our students with the best tools to be successful.
[01:00:27.460]And, of course, to know that
[01:00:28.610]the office of diversity inclusion is here throughout
[01:00:31.070]to provide these resources
[01:00:32.360]and to offer as much support as our structure allows,
[01:00:36.380]and that this training or this session is one
[01:00:39.670]that we developed in order to answer those very much,
[01:00:43.140]I should say those more immediate concerns,
[01:00:45.710]but then we would love to,
[01:00:46.940]of course, to continue this conversation
[01:00:49.040]as we see the need,
[01:00:50.870]because there will be issues
[01:00:52.440]or entities that we may not have to cover,
[01:00:54.510]unfortunately, because this is a general overview.
[01:00:57.290]But if you have those concerns and those questions,
[01:00:59.370]we do invite you, of course, to reach out to our office.
[01:01:05.000]And at this point, we want to leave some space.
[01:01:07.880]I know we ran a little bit over
[01:01:09.030]because we started a few minutes late
[01:01:11.110]to give time for people to arrive
[01:01:13.200]for the question and answer session.
[01:01:16.320]And to note that we did receive a few questions
[01:01:21.260]before we started this session.
[01:01:22.840]And I can read off a few of those.
[01:01:25.570]To note, we did receive quite a few questions.
[01:01:28.310]Our goal will be to answer all the questions
[01:01:31.680]include the questions without responses by tomorrow.
[01:01:35.450]But the first question we saw was,
[01:01:37.240]how to support LGBTQA plus students
[01:01:40.870]who are returning to homes that may not be accepting.
[01:01:49.490]One of the things that I would encourage you,
[01:01:52.280]especially to do especially during this period
[01:01:54.210]where as many of our students,
[01:01:55.320]including students from our LGBTQA plus communities
[01:01:59.730]would be to know the resources that exist for our students.
[01:02:05.090]We are working remotely,
[01:02:06.380]but these services, these individuals still exist.
[01:02:09.850]I would encourage you to point our students to individuals,
[01:02:14.300]it really helps for us to personalize the services
[01:02:19.180]that we have to our students.
[01:02:20.700]So for example, I would recommend Pat,
[01:02:23.800]her office is still fully functional.
[01:02:26.760]We'll provide these information directly after the session.
[01:02:29.790]But if you visit their website,
[01:02:30.940]of course, the LGBTQAs website,
[01:02:33.830]you can access their information,
[01:02:35.950]but they are still working remotely, answering questions
[01:02:38.147]and providing support that they've offered to our students.
[01:02:41.510]But I would start there.
[01:02:43.720]But I would also, again, depending on your role
[01:02:46.493]in this institution, thinking through ways
[01:02:49.440]to really personalize your own comfort
[01:02:52.490]in supporting the students.
[01:02:54.040]And then of course, providing them with the names
[01:02:56.030]of individuals they can contact,
[01:02:59.230]not just for those resources,
[01:03:00.620]because many of our students are returning
[01:03:02.390]to places that may not be welcoming or accepting,
[01:03:05.900]we wanna make sure we connect
[01:03:07.540]and personalize those elements.
[01:03:14.750]Another question that we received was,
[01:03:22.790]is there a way a student can file complaints concerns
[01:03:26.500]if their course is not accommodate
[01:03:28.040]for certain students?
[01:03:29.480]I'm worried that one of my professors
[01:03:31.020]would not be understanding of my situation at home.
[01:03:34.280]I'm sure I speak for many other students as well.
[01:03:37.890]And one of the things that our office is currently doing,
[01:03:41.000]I noted that we are actually developing resources.
[01:03:44.070]But one of the things we will do,
[01:03:45.490]especially for this question in particular,
[01:03:48.260]is provide a response to all the attendees,
[01:03:50.380]but also encourage those who have questions
[01:03:52.640]to reach out to our office directly
[01:03:53.890]so we can connect you with the individuals.
[01:03:56.680]And for that regard,
[01:03:58.010]we are working diligently to provide some resources
[01:04:01.760]in particular, because, again, we have noted that
[01:04:04.980]the rise of the COVID-19 virus
[01:04:07.630]and we've also noted the rise of bias incidents
[01:04:10.840]regarding, especially in connection
[01:04:12.990]to certain populations, certain identities.
[01:04:17.740]Nkenge, for that question,
[01:04:19.440]also, individuals can also contact their department chairs
[01:04:25.080]or their dean's.
[01:04:26.880]That is a section that is on a pretty much all syllabi,
[01:04:30.520]should be reflected on all syllabi.
[01:04:33.040]And if there's something that a student has
[01:04:35.520]with a particular course that way,
[01:04:37.690]then that's also another option.
[01:04:41.037]Another question we received,
[01:04:46.288]if there is any financial support to low-income students,
[01:04:49.350]who don't have means to have internet service at home
[01:04:52.260]and or do not own a laptop or computer.
[01:04:55.580]Yes, we'll actually provide those.
[01:04:59.010]There'll be a private information.
[01:05:00.347]That will have our own website as well diversity office,
[01:05:05.150]but we could provide you with some information,
[01:05:07.890]especially in terms of what is being offered
[01:05:09.990]through the office of student affairs.
[01:05:12.100]And then of course, there are some internet providers
[01:05:16.490]that we have some information on
[01:05:18.310]and then of course, with our customer tech as well,
[01:05:21.640]some information there.
[01:05:23.110]So we do have some information for you.
[01:05:25.170]It's a rather lengthy response,
[01:05:27.510]but essentially, we'll provide that information.
[01:05:29.770]We'll send this information out for the presentation.
[01:05:37.950]Will professors have a system where students
[01:05:39.790]who need additional help can submit a request to do so?
[01:05:45.970]I'll let you answer, Dr. Combs.
[01:05:48.193]You faded out on the question.
[01:05:50.147]Can you repeat it for--
[01:05:51.640]Yes, will professors have a system
[01:05:54.330]where students who need additional help
[01:05:56.470]can submit a request to do so?
[01:06:01.010]I'm not aware of any specific system.
[01:06:04.310]But I know that from my experience with the information
[01:06:09.040]that was provided to professors in the colleges,
[01:06:11.360]we were encouraged to do everything that we could
[01:06:14.840]to help students not only be successful
[01:06:18.340]in terms of our course,
[01:06:19.630]but if there were other issues that they were experiencing,
[01:06:23.150]to also be very vigilant
[01:06:25.560]and help students find the answers
[01:06:27.390]and responses they needed to those other outside questions.
[01:06:31.040]So I would say, if you feel that you can start first
[01:06:35.240]with your instructor,
[01:06:36.800]then I am of the opinion
[01:06:39.030]that professors will be very much willing
[01:06:42.360]to help students get whatever answers they need.
[01:06:48.060]Thank you.
[01:06:49.440]If there are no questions, I'm just making sure,
[01:06:53.750]do we have any other questions, perhaps Jerry that we saw?
[01:07:01.900]There are no questions
[01:07:03.020]in the question and answer box.
[01:07:05.580]We did have a -
[01:07:06.830]We did have a comment and a suggestion
[01:07:09.640]that should be available to all participants
[01:07:11.500]to see right now.
[01:07:16.130]Thank you.
[01:07:18.150]And there was a question here.
[01:07:19.320]How do you include those polls?
[01:07:21.020]Those were excellent.
[01:07:21.853]Thank you so much.
[01:07:25.320]One thing we would recommend,
[01:07:26.460]especially as you are working directly with Zoom is,
[01:07:29.330]there are a lot of features here
[01:07:30.400]that you can actually go to the help section,
[01:07:33.870]of our IT department,
[01:07:36.160]through the center for transformative teaching,
[01:07:38.470]also has some information
[01:07:39.700]that are embedded on the website key teaching,
[01:07:42.460]which I should say is going to be a part of the resources
[01:07:44.740]that we're providing at the end,
[01:07:46.810]so this page you see here.
[01:07:48.900]You can access a lot of this information,
[01:07:50.670]including ways you can create some,
[01:07:54.260]let me say some very much easily accessible assessment,
[01:07:57.680]in your own online learning tools.
[01:08:01.430]We might add to that.
[01:08:03.300]Hopefully, I think we talked about this,
[01:08:05.230]Nkenge, provide some information
[01:08:07.340]about some of the hacking that's going on
[01:08:09.810]for Zoom sessions now.
[01:08:12.460]And ways to help faculty members
[01:08:14.740]if you're having group chats or full class, Zoom meetings
[01:08:19.300]so that you don't have intruders entering into that space.
[01:08:24.370]Absolutely, yesterday,
[01:08:25.840]the University actually released some information
[01:08:29.120]on ways to encrypt and make your recordings,
[01:08:33.210]your zoom sessions more secure,
[01:08:35.270]because there have been instances
[01:08:37.060]where there have been some hacking et cetera.
[01:08:39.270]So we will provide the link to that story
[01:08:41.780]and some of the resources to make sure
[01:08:43.623]that you're encrypting and you're stay safe
[01:08:45.720]in your own particular virtual learning environments
[01:08:48.390]or your recording.
[01:08:50.640]And to note that the PowerPoint including the resources
[01:08:54.760]will be sent to everyone,
[01:08:56.160]including we're gonna have some additional resource
[01:08:58.560]that we've developed,
[01:08:59.590]including, again, the transcription.
[01:09:01.730]And we will send it out to everyone
[01:09:03.620]by the end of the day tomorrow.
[01:09:07.480]One final thought.
[01:09:08.900]And as we're thinking through this,
[01:09:11.400]the university has developed a COVID-19 page
[01:09:15.150]where there is up-to-date information.
[01:09:17.690]In particular, for faculty, staff, and students,
[01:09:21.210]please make sure that you're directing your students
[01:09:23.080]to certain resources so they can stay up to date,
[01:09:25.840]and making sure that as you're thinking
[01:09:28.040]through this learning environment of ways
[01:09:29.913]that you can continue to send information
[01:09:32.080]to our to office, which you can connect to,
[01:09:35.768]of course I'll give the final information
[01:09:36.740]at the last part of this session.
[01:09:38.550]But you can send us recommendations, questions,
[01:09:41.720]ways that we can better,
[01:09:42.920]of course, include our information and our resources
[01:09:46.610]and we can update those as needed.
[01:09:48.460]Our office will also have a dedicated space on our website,
[01:09:53.370]which will be all this information we presented,
[01:09:55.530]but also, the Center for Transformative Teaching
[01:09:58.010]will have some tips and tools that we've developed,
[01:10:01.580]which will really answer some of those questions
[01:10:03.720]and allow you to go at your own pace to read through
[01:10:07.120]and address those needs that you may have
[01:10:09.470]in your own respective classes.
[01:10:11.340]And I do want to thank
[01:10:12.210]the Center for Transformative Teaching,
[01:10:14.270]which has played a pivotal role in us developing
[01:10:16.630]some of these resources, that page will send out to you all,
[01:10:20.220]it'll be live, should be live a little bit later today.
[01:10:23.590]But our page will be live with the resources
[01:10:26.530]for faculty staff and students to access.
[01:10:28.860]But notably, for faculty as they're designing
[01:10:31.400]and implementing those elements in their courses.
[01:10:33.660]And I do wanna make sure that I'm leaving space
[01:10:35.480]for our vice chancellor.
[01:10:36.410]I think he may have wanted to call something
[01:10:38.180]a little earlier.
[01:10:41.610]He had a question, like a clarification
[01:10:43.800]I think about one of the questions
[01:10:45.860]whether polling is an option
[01:10:49.240]in the Zoom meeting.
[01:10:51.030]And Jerry has answered and said,
[01:10:51.966]yes, it is (laughs).
[01:10:56.250]So if they wanted to do the type of polling
[01:10:58.110]that was done today,
[01:10:59.550]they can do that in Zoom, it's an option.
[01:11:05.590]Thank you.
[01:11:07.310]Thank you all so much for attending.
[01:11:10.050]Again, this entire slideshow, the deck and the resources
[01:11:13.167]and a few other elements will be included
[01:11:15.580]and sent to all participants and those that signed up,
[01:11:18.230]even if you were not able to join us today,
[01:11:19.890]we'll send that information out.
[01:11:21.700]But please make sure you send suggestions
[01:11:24.270]and your any type of information to diversity@unh.edu.
[01:11:28.730]Again, that's diversity@unh.edu.
[01:11:33.766]We also ask that you subscribe to our monthly newsletter.
[01:11:36.650]It's sent out at the end of each month
[01:11:38.300]and that's diversity@unh.edu/newsletter-sign-up.
[01:11:46.130]So please subscribe to our newsletter.
[01:11:48.960]Our final feature, we'll be receiving
[01:11:51.100]information about this.
[01:11:52.367]And of course, our web page will be updated
[01:11:54.430]to include all the information we've spoken on today,
[01:11:57.410]including that resource page,
[01:11:59.220]which special thanks
[01:12:00.650]to the Center for Transformative Teaching
[01:12:02.140]led by Dr. Nick Monk,
[01:12:03.860]who's helped us to really develop the training,
[01:12:06.640]but also the resources for our faculty during this period.
[01:12:10.650]So thank you all so very much.
[01:12:13.644]Nkenge, would you also encourage
[01:12:16.100]Well, I can encourage that I'm speaking,
[01:12:17.990]if there are things that were missed in this presentation
[01:12:21.030]that are particularly pertinent to faculty, staff,
[01:12:24.720]or students as we are dealing with remote facilitation,
[01:12:29.340]I would appreciate,
[01:12:30.440]I'm sure the office would appreciate
[01:12:31.830]receiving those comments as well.
[01:12:34.240]Yes, thank you so much.
[01:12:38.090]If nothing else, thank you all again for attending.
[01:12:41.200]Please reach out to us with any suggestions, feedback,
[01:12:44.210]and we will be sending all this information
[01:12:46.250]to all signups and participants by the end of day tomorrow.
[01:12:50.280]Any suggestions, comments, and feedback, diversity@unh.edu.
[01:12:55.430]We wish you the best of luck in your classes.
[01:12:57.900]We hope that you take these principles
[01:12:59.360]and of course apply them as needed.
[01:13:01.240]And if you have suggestions for future webinars
[01:13:03.680]or information, please let us know.
[01:13:06.100]Thank you.
[01:13:07.390]All right, good afternoon, bye.
[01:13:12.944](keyboard beeps)

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Webinar: Implementing Inclusive Excellence Principles into Virtual Learning Environments

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