Dr. Arden Eli Hill joined us for an interactive session on setting up an inclusive classroom. Dr. Hill holds a Ph.D. in Creative Writing from the University of Nebraska-Lincoln with a specialization in Women and Gender Studies and an M.F.A. from Hollins University. In this session, Dr. Hill joined us for an interactive session to discuss how he sets up the semester's expectations around inclusion with pre-semester documents and activities, as well as his work with the William H. Thompson Scholars Learning Community, to help prepare instructors to discuss diversity in the classroom. Dr. Hill presented his promising practices and allowed us time to ask questions and engage in discussion about inclusive classroom environments.
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[00:00:01.330]Before we do that, we're gonna hit record.
[00:00:02.900]And now, we're recording.
[00:00:04.090]Thank you so much.
[00:00:05.520]So, thank you all so much for joining us
[00:00:07.490]for our final INCLUDE of the semester.
[00:00:09.790]And what a semester it's been, or academic year it's been.
[00:00:12.760]So my name is Nkenge Friday.
[00:00:14.390]I have pronouns she, her, hers,
[00:00:16.520]and I have the pleasure of serving
[00:00:17.800]as the assistant vice chancellor
[00:00:19.530]for strategic initiatives here
[00:00:20.920]in the Office of Diversity and Inclusion.
[00:00:23.110]And again, welcome you all so much.
[00:00:24.930]Thank you for joining us for this INCLUDE session for April
[00:00:28.270]as we wrap up such a great year.
[00:00:31.680]And I am Megan Cardwell.
[00:00:33.260]I am the graduate assistant for inclusive leadership
[00:00:37.280]And I reiterate this excitement
[00:00:39.610]for our final INCLUDE sessions today.
[00:00:43.890]Good morning, everyone, I'm Jerri Harner.
[00:00:46.000]She, her, hers pronouns.
[00:00:48.610]And I'm the executive specialist
[00:00:50.010]for the Office of Diversity and Inclusion,
[00:00:51.710]and I will be providing support.
[00:00:57.350]So before we get started again,
[00:00:59.010]we're gonna have an interactive session today.
[00:01:00.840]So our Zoom controls are important.
[00:01:03.750]We've been on Zoom for a long time,
[00:01:05.250]but sometimes, I still lose my Zoom control.
[00:01:07.390]So if you're like, "Megan, what are you doing?"
[00:01:09.230]I'm trying to find my Zoom controls on my screen.
[00:01:11.180]So, brief reminder.
[00:01:14.650]When we have our breakout session state,
[00:01:16.810]you can go ahead and unmute yourself,
[00:01:19.310]start and stop your camera
[00:01:20.960]so that your breakout room can see your beautiful face.
[00:01:26.170]During the session, during Dr. Hill's talk today,
[00:01:29.070]feel free to use the chat function
[00:01:31.220]if a question comes up or a personal resonance comes up.
[00:01:34.780]We'll go ahead and keep track of any chat questions
[00:01:38.420]to relay to Dr. Hill at the end of the session.
[00:01:43.050]We have closed captioning available,
[00:01:45.390]so go ahead and click your close captioning button
[00:01:47.900]to use captions, use reactions.
[00:01:51.360]Of course, when something resonates with you,
[00:01:53.950]and if you need to leave the session.
[00:01:55.810]It is on the right hand of your screen.
[00:02:03.440]So we mentioned a little bit earlier
[00:02:05.880]what a year we've had.
[00:02:07.530]This year, this academic year,
[00:02:09.030]especially, we're thinking about 2021, 2022,
[00:02:12.030]for many of us, especially,
[00:02:13.410]I will probably be projecting here,
[00:02:15.400]but 2020 and 2021 can be a bit of a blur for many of us.
[00:02:18.857]Of course, now we're in our fourth month of this year.
[00:02:21.490]And part of what we wanted to do
[00:02:23.240]with all of our sessions that we brought in terms of INCLUDE
[00:02:25.562]was to think about holistically our approaches
[00:02:28.080]to diversity, equity, and inclusion.
[00:02:29.780]How can we frame conversations,
[00:02:31.420]especially as it pertains to higher education.
[00:02:33.610]But more specifically,
[00:02:34.750]conversations that are happening here at Nebraska.
[00:02:37.010]And so our first session,
[00:02:38.320]we really thought about different policies
[00:02:40.400]that were now being shaped
[00:02:41.500]based off of conversations, advocacy.
[00:02:44.020]And that's where we brought
[00:02:44.853]to you executive memorandum number 40
[00:02:46.900]where we started thinking about gender identity,
[00:02:50.380]ways in which we are framing pronouns,
[00:02:52.100]and just what's here in terms of how students, faculty,
[00:02:54.730]and staff can be supported through that process.
[00:02:57.530]That conversation really ignited rest of this year.
[00:03:00.480]December, we really started thinking about activists
[00:03:02.930]that are in our community.
[00:03:04.000]We brought in black trans activist, Dominique Morgan,
[00:03:07.040]to really help us to think about ways
[00:03:09.240]in which gender, specifically, gender and race intersect,
[00:03:13.080]and ways in which its advocacy work
[00:03:14.610]is being shaped here in Nebraska.
[00:03:16.690]And then, of course, a few months ago,
[00:03:20.015]in February, we brought in a panel thinking about religion,
[00:03:23.440]secular identities, thinking about spiritual identities
[00:03:26.350]and ways in which that really helps develop community.
[00:03:28.670]But what does that mean?
[00:03:29.503]We're thinking about diversity, equity, and inclusion.
[00:03:32.930]and we thought it's only right
[00:03:34.160]to really now start to center our last INCLUDE
[00:03:36.190]for this academic year on ways
[00:03:38.010]in which this discourse happening in our classrooms.
[00:03:40.590]How can we better support our faculty, our students,
[00:03:44.170]especially in terms of creating inclusive classrooms,
[00:03:47.280]and even down to the granular, the means of that,
[00:03:49.610]what is an inclusive classroom?
[00:03:51.370]we've been asked, especially as we've been bringing
[00:03:53.580]and hosting so many different sessions,
[00:03:55.105]what can we provide for our faculty, and our staff,
[00:03:58.440]and our students to make sure that the practices align
[00:04:02.060]with inclusive excellence?
[00:04:03.550]So that's why we brought Dr. Hill here
[00:04:05.800]to really think about ways
[00:04:07.060]in which diversity, equity, inclusion can be a part
[00:04:10.360]of our principles, our core, values
[00:04:12.850]as we're teaching our classrooms.
[00:04:14.570]And how do we create that atmosphere?
[00:04:16.240]How do we create some structure
[00:04:17.720]so that it starts from day one?
[00:04:19.340]And most of us specifically,
[00:04:20.430]Dr. Hill's created a lot of this work here at UNL.
[00:04:23.680]And we thought, what better way to kind of top off a year
[00:04:25.511]than to bring that forth,
[00:04:27.400]especially even if you're not in the classrooms,
[00:04:29.340]but you're just thinking about practices,
[00:04:31.150]some general promising approaches to this work.
[00:04:33.690]I think this would be a great session
[00:04:34.930]to start those conversations.
[00:04:36.490]So that's what we wanted to do for this last INCLUDE
[00:04:38.850]of the academic year is to think about ways we can go back
[00:04:42.303]into the summer.
[00:04:43.850]And as we're going back to coming back to the fall,
[00:04:45.840]how do we create these spaces,
[00:04:47.170]these opportunities for all of our students
[00:04:49.080]across spectrum, all of our students across identities
[00:04:51.910]to feel not only is there being fully supported,
[00:04:54.204]but the classroom and the technologies
[00:04:56.810]and the modalities all support that effort.
[00:04:59.750]So today, we hope that this session,
[00:05:01.530]not only starts conversations with you all,
[00:05:03.680]but through some resources we'll share
[00:05:05.420]at the end of this session.
[00:05:06.570]And, of course, all these resources coming
[00:05:07.930]from Dr. Hill as well,
[00:05:09.230]that they can start conversations with you
[00:05:10.820]as you're going back into the classrooms,
[00:05:12.410]or even back into those space
[00:05:13.520]that you're inhabiting yourself,
[00:05:15.380]and how you can create more opportunities.
[00:05:17.460]So hopefully, this session provides that.
[00:05:18.870]It's being recorded, of course,
[00:05:20.730]and it'll be available in our way website.
[00:05:22.430]But again, thank you all so much for joining us.
[00:05:24.610]And then, of course, we'll now have our introduction
[00:05:26.580]of Dr. Hill before we start the session.
[00:05:31.900]So, again, we'll have an interactive session today.
[00:05:34.070]We'll allow Dr. Hill to share his promising practices,
[00:05:38.670]and then we'll be able to have some time in breakout rooms
[00:05:41.250]to discuss some of the material
[00:05:43.570]that we've been presented with.
[00:05:46.450]So I want to introduce Dr. Hill.
[00:05:49.830]Dr. Hill holds a PhD in creative writing
[00:05:52.790]from the university of Nebraska-Lincoln
[00:05:54.600]with a specialization in women and gender studies
[00:05:57.950]and an MFA from Hollins University.
[00:06:00.740]He is a Gaffney and Academy of American Poets award winner
[00:06:05.810]who has published in "Willow Springs,"
[00:06:07.757]"Western Humanities Review," "Kaleidoscope,"
[00:06:10.887]"Breath & Shadow,"
[00:06:12.120]and the Lambda Literary award-winning anthology,
[00:06:15.299]"First Person Queer," its sequel, "Second Person Queer,"
[00:06:19.740]and most recently, "Hip Mama."
[00:06:21.900]His science fiction poem "None of the Star Trek Ships
[00:06:25.460]are named after confederate Generals"
[00:06:27.470]is forthcoming from "Strange Horizons,"
[00:06:29.720]and his first chapbook, "Bloodwater Parish,"
[00:06:32.460]is forthcoming from Seven Kitchens Press.
[00:06:35.170]And in addition to all of this incredible work,
[00:06:37.596]Dr. Hill is a passionate instructor.
[00:06:39.990]And today, again, he'll be sharing some of his experiences
[00:06:43.810]and promising practices for acknowledging
[00:06:46.060]and discussing dimensions of difference in the classroom.
[00:06:49.380]So we're very hope happy to be hosting Dr. Hill today.
[00:06:53.190]And without further ado, I will stop gabbing
[00:06:57.050]and let him take over the session.
[00:07:08.580]Okay, so I am unmuted now.
[00:07:11.850]Still working on my tech stuff.
[00:07:14.110]Thank you very much for that introduction.
[00:07:17.800]And folks, I just wanna say how appreciative I am
[00:07:21.300]of being invited to talk today about my experiences,
[00:07:25.030]setting up students for success
[00:07:26.600]with diversity and inclusivity,
[00:07:28.880]both before and during the semester.
[00:07:32.530]Inclusive language practices in the classroom
[00:07:35.330]and developing modules for teachers
[00:07:36.970]of Thompson students around supporting student identities.
[00:07:40.590]If you are a Thompson Scholar teacher,
[00:07:42.573]you already have access to the modules
[00:07:45.070]that I'll be talking about.
[00:07:46.780]I am working to get them out to the wider campus community,
[00:07:50.405]but in the meantime, I'm happy to send the materials
[00:07:53.910]in their entirety to folks who contact me.
[00:07:56.840]You can reach at email@example.com.
[00:08:00.589]You can search for me on the UNL English Department site.
[00:08:04.000]And I also have a webpage at ardenelihill.com,
[00:08:06.960]so I'm pretty easy to get in touch with.
[00:08:10.030]You will all have resources, a resource list today
[00:08:13.970]for each of the modules topics.
[00:08:16.540]And these resources include on campus
[00:08:19.560]and community resources in the Lincoln and Omaha areas
[00:08:24.730]I also include some national organizations
[00:08:26.847]as they work with folks from all over.
[00:08:30.000]As a university that draws from rural populations,
[00:08:33.250]accessibility to resources is crucial.
[00:08:36.090]And I'm glad to see that organizations
[00:08:38.030]are increasing their virtual presence
[00:08:40.370]and offering support over text, email, video,
[00:08:44.550]and, of course, face to face.
[00:08:47.600]I'd like to start by saying
[00:08:49.530]that I have had so many great colleagues and mentors at UNL
[00:08:53.410]from my time as a graduate student
[00:08:55.420]in the English Department,
[00:08:56.440]working on a PhD in creative writing,
[00:08:58.721]through my present position as a lecturer.
[00:09:02.780]I've been teaching at UNL for about 10 years,
[00:09:05.310]and I absolutely hope to stick around for a lot longer.
[00:09:08.970]Through my time here, I had the support of my partner
[00:09:12.410]and also my daughter's mother
[00:09:14.200]as I pursue passions in academia and creative writing
[00:09:17.780]while still being an active and involved parent.
[00:09:21.090]I'm happy to say, as I was mentioned earlier,
[00:09:23.540]I have my first book.
[00:09:25.090]It is a chapbook of poetry coming out this spring
[00:09:28.530]from Seven Kitchens Press.
[00:09:30.870]This book is entitled "Bloodwater Parish,"
[00:09:33.380]and it's an exploration of race, gender, sexuality,
[00:09:37.070]and adoption in Southern Louisiana.
[00:09:40.080]I am a white person adopted by a white dad
[00:09:43.240]and a mom with European and Filipino heritage.
[00:09:46.610]I am a gender queer trans person,
[00:09:48.560]which, for me, means that I moved away from girlhood
[00:09:51.980]and towards a more masculine gender.
[00:09:54.590]I mostly use he, him pronouns
[00:09:56.230]though they, the also feel accurate.
[00:09:58.650]I'm 42 years old, and you might be able to spot some
[00:10:01.530]of the gray hair.
[00:10:03.120]It has really started styling itself
[00:10:05.040]into some well-defined highlights
[00:10:07.573]during our recent pandemic teaching semesters.
[00:10:11.580]I am not quite as hip as my students are
[00:10:13.490]to the full range of navigating a largely binary world
[00:10:16.650]with a non-binary identity.
[00:10:18.670]But I am a firm believer in having,
[00:10:20.750]as I've heard them called, many mentors under the age of 30.
[00:10:25.493]I've learned something from everyone I have taught.
[00:10:28.810]A lot of what I do in the classroom
[00:10:30.470]is in response to the students I've taught over the years,
[00:10:33.980]but also it's due in part
[00:10:35.960]to what I experienced in education,
[00:10:38.570]both positive and negative.
[00:10:41.650]I remember the first time a teacher showed my poetry
[00:10:44.180]to a poet friend of hers, AKA a real poet,
[00:10:48.160]and how validating and confident I felt in moving forward
[00:10:51.850]to continue to write and share my work.
[00:10:54.660]I also remember the teacher who tore up a paper of mine
[00:10:58.380]in front of the entire class
[00:11:00.292]because the copier caused some of the type be misaligned.
[00:11:05.500]I grew up in Lafayette, Louisiana,
[00:11:08.120]in a region that's the past, present, and future home
[00:11:10.554]of people, such as the Atakapa Ishak, Choctaw,
[00:11:15.030]Chitimacha, and Appalousa.
[00:11:17.090]The settler people in my area where mostly Acadians
[00:11:20.660]who'd journey down after being expelled from Canada.
[00:11:24.200]They mixed with French, Spanish, and African folks
[00:11:27.030]to become part of the rich Cajun and Creole cultures
[00:11:30.270]that continue to flourish today,
[00:11:32.540]as we listen to zydeco, eat beignets,
[00:11:35.000]and laissez les bons temps rouler
[00:11:36.690]or let the good times roll.
[00:11:39.260]Academia feels like home for me.
[00:11:42.090]And I recognize that that is a privilege
[00:11:44.010]that connects to all kinds of components of my identity
[00:11:47.230]like race, class, and fluency in the hidden curriculum
[00:11:51.070]to name a few.
[00:11:53.290]We've always worked towards having an inclusive classroom,
[00:11:56.250]but I needed to take things up a notch
[00:11:58.390]with a project for teachers of Thompson Scholars.
[00:12:01.960]The Thompson Scholars are a learning community of students
[00:12:04.890]who all graduated from Nebraska high schools.
[00:12:08.050]They're often one of the most diverse communities on campus.
[00:12:12.330]This puts added responsibility on the teachers
[00:12:15.040]who work with these students and create a space
[00:12:17.900]to talk about the issues that impact their lives
[00:12:20.700]and really the lives of all students
[00:12:22.740]across the UNL communities.
[00:12:25.349]For this project, I created a series of Canvas modules
[00:12:29.560]around supporting student identities
[00:12:32.230]and currently working to get these out
[00:12:33.800]to the wider college community.
[00:12:36.740]The modules focus on hidden curriculum,
[00:12:40.720]gender, sex, and sexuality, disability, size,
[00:12:46.300]nontraditionally aged students and student veterans,
[00:12:50.480]religion and world views, race and ethnicity,
[00:12:54.360]and citizenship and refugee status.
[00:12:59.060]And they can be examined as a single unit
[00:13:01.220]or explored in sections
[00:13:03.250]as although there are overlapping concepts,
[00:13:05.770]they each focus on a particular aspect of identity.
[00:13:09.480]An instructor might look to one module for clarification
[00:13:12.890]around the needs and strengths
[00:13:14.560]of nontraditionally aged students enrolled in their course.
[00:13:18.410]Another instructor might email resources to a student.
[00:13:22.938]I'll start by describing the structure of the modules
[00:13:26.050]as each follows, basically the same framework
[00:13:28.500]with an occasional special topic
[00:13:30.620]like the CAPS statement of support for AAPI folks
[00:13:34.750]who are particularly under fire during the COVID pandemic.
[00:13:39.640]The aim of these modules is to introduce
[00:13:42.800]or refine instructor's knowledge around identity markers.
[00:13:46.870]The discussion around these topics is very much alive,
[00:13:50.240]which makes these modules work in progress
[00:13:53.160]as terminology shifts and new understandings
[00:13:56.050]in which our previous understandings.
[00:13:59.190]Language is in a constant state of flux and negotiation,
[00:14:03.160]and while I have reached out to communities and attempted
[00:14:05.720]to bring in the most current community preferred language,
[00:14:08.739]opinions on terminology can be diverse.
[00:14:12.082]While many members of marginalized populations
[00:14:14.900]embrace words like queer or fat,
[00:14:17.550]you'll see these in academia in queer studies
[00:14:20.920]and fat studies, the words are still loaded
[00:14:23.990]for some members of the populations they've come
[00:14:26.510]to stand in for.
[00:14:29.180]Each module, as I said earlier, follows the same format.
[00:14:33.540]An introduction to the module establishes
[00:14:36.160]what module contains.
[00:14:38.690]An executive summary brings in key terms, history, context,
[00:14:43.360]and information about the topic.
[00:14:46.220]The video section includes videos relevant to the topic.
[00:14:50.060]These have been selected with an eye
[00:14:51.870]towards the credentials of creators
[00:14:54.030]and with the recommendations of people
[00:14:55.810]from the represented communities.
[00:14:58.550]Videos that allow populations to speak for themselves
[00:15:01.606]are also a key component.
[00:15:04.900]The readings draw from academic and non-academic sources.
[00:15:09.520]There are both campus and community resources relevant
[00:15:12.490]to each module.
[00:15:14.350]Modules close with some possible questions for reflection
[00:15:18.064]and, or discussion.
[00:15:21.610]My hope is that instructors
[00:15:23.340]will both explore the modules
[00:15:24.951]for their own conscious building
[00:15:27.100]and strengthening of pedagogy,
[00:15:29.360]as well as consider using their resources and classes
[00:15:32.410]where they're event.
[00:15:34.370]This might look like providing information
[00:15:36.470]from the modules to students on a case by case basis
[00:15:40.170]or through including information in syllabi.
[00:15:43.430]For example, there is an LGBTQ-specific resource
[00:15:46.800]for survivors of domestic violence
[00:15:49.260]as this population is often underserved.
[00:15:52.910]The resources to be inclusive,
[00:15:55.440]however, they may not completely cover all
[00:15:57.460]of the available support for students.
[00:16:01.250]One of the great things about UNL
[00:16:03.300]is that support is growing and strengthening.
[00:16:06.520]I've seen an increase in CAPS groups,
[00:16:08.850]the creation of the Huskers helping Huskers food pantry
[00:16:11.842]and events with a virtual component
[00:16:14.290]as just a couple of example of this.
[00:16:17.510]Supporting student identity topics
[00:16:19.840]are all ones that come up,
[00:16:21.170]not only in 300 level classes I've taught
[00:16:23.920]like women in pop culture or LGBTQ lit and film,
[00:16:29.150]but also in readings for my 100 level rhetoric classes.
[00:16:33.310]Classes like rhetoric and inquiry
[00:16:35.410]and rhetoric as argument that are often requirements
[00:16:38.120]for our student body.
[00:16:40.610]These conversations are not always,
[00:16:42.780]actually, they are often not, comfortable subjects.
[00:16:47.060]Since inclusivity is such a broad and complex topic,
[00:16:50.460]I wanna focus today on two specific ways I approach this
[00:16:54.160]in the classroom and how these ways have worked out.
[00:16:58.370]The first is establishing a shared terminology around race,
[00:17:02.540]and the second is crafting very careful name
[00:17:04.520]and pronoun practices in the classroom.
[00:17:07.869]I wanna point out that for some of my students,
[00:17:10.039]UNL is a new experience of diversity.
[00:17:14.231]They may be leaving a lifetime of single sex education,
[00:17:18.270]a racially homogenous environment,
[00:17:20.810]or making friends outside of their religion
[00:17:23.010]for the very first time.
[00:17:25.300]For other students, UNL is less diverse
[00:17:28.050]than their previous environments.
[00:17:30.450]We are, after all, a primarily white institution,
[00:17:33.740]and this comes up regularly in the personal essays
[00:17:36.410]from black students
[00:17:37.850]as they contextualize themselves in their academic
[00:17:40.840]and social experiences at UNL.
[00:17:44.140]As challenging as some of these topics are,
[00:17:46.930]size has been the only topic
[00:17:48.940]where a student has reached out to me to say
[00:17:50.980]that they weren't comfortable coming to a class session
[00:17:54.210]where that topic was on the table.
[00:17:57.270]Part of that, I think, has to do with language
[00:17:59.372]and discomfort, which leaves me the terminology
[00:18:03.480]because it can be hard to talk about some of these issues.
[00:18:07.123]I like to establish a shared terminology around race
[00:18:10.910]even before class starts.
[00:18:13.540]I like to post a very clear policy on terminology
[00:18:16.872]before students even enter the classroom.
[00:18:20.381]As an instructor, I was surprised and startled
[00:18:23.710]to hear students use the word colored in class.
[00:18:26.890]And to see it appear in papers,
[00:18:28.810]especially when the points students
[00:18:30.440]using this language we're making were promoting equality
[00:18:34.070]and racial justice, or at least trying to.
[00:18:38.103]I was surprised for a few semesters,
[00:18:40.660]then I decided to be proactive
[00:18:42.840]rather than to keep correcting the term
[00:18:44.810]when it invariably pop up,
[00:18:46.820]which I felt would both expose students of color
[00:18:49.410]to inappropriate language
[00:18:51.100]and set folks who are ignorant up for awkward,
[00:18:53.830]on the spot conversation.
[00:18:56.410]I, though, have grown more comfortable
[00:18:58.390]with having awkward, on the spot conversations.
[00:19:01.640]But I've also had success in a document
[00:19:04.350]about language expectations in my pre-semester modules.
[00:19:09.740]Students are required to do discussion posts
[00:19:12.000]on the pre-semester modules.
[00:19:13.850]So I've given them the incentive to familiarize themselves
[00:19:16.670]with the document.
[00:19:18.350]Still, it's worth bringing up in the classroom as well.
[00:19:22.270]If the document
[00:19:23.103]is not where students initially learn
[00:19:24.860]my classroom guidelines,
[00:19:27.790]it is still a place students can turn back to.
[00:19:30.570]If I do need to address language,
[00:19:32.730]I can also refer students back to the document.
[00:19:36.080]When this happens, I found that students tend to react well
[00:19:38.889]and adjust their terminology.
[00:19:41.820]Language is constantly changing,
[00:19:43.780]and the document addresses that.
[00:19:46.380]Students may have heard words like Negro
[00:19:48.960]in historical context, such as United Negro College Fund.
[00:19:53.620]Chances are they're familiar
[00:19:54.810]with the National Association
[00:19:56.240]for the Advancement of Colored People,
[00:19:58.340]but they may not have been taught
[00:19:59.640]that the contemporary conversational terminology
[00:20:03.803]has shifted to people of color
[00:20:05.831]and also increasingly BIPOC.
[00:20:09.112]I talk to them about how words pick up connotations
[00:20:12.380]over time, and some words are linked to enslavement,
[00:20:16.060]legal segregation, separate water fountains,
[00:20:18.770]and racist policies.
[00:20:20.960]I let my students see my own ignorance
[00:20:23.030]when I described deliberately needing to shift
[00:20:25.213]from the out of date term transgendered
[00:20:28.630]to the term transgender,
[00:20:30.430]be very clear that we don't use the N word in class.
[00:20:34.470]And that using the phrase the N word is indeed enough
[00:20:37.340]to convey to people what word we mean.
[00:20:40.742]If students will encounter the word in the reading,
[00:20:43.080]I let them know in advance.
[00:20:45.230]When out of date terminology comes up in an essay,
[00:20:47.650]for example, they acknowledge it.
[00:20:51.010]When explaining my choice of words,
[00:20:53.070]I tell my students that I largely draw from academia
[00:20:57.210]or terms like queer studies and fat studies
[00:21:00.118]are part of the lingo.
[00:21:02.460]We are stepping into certain norms and vocabulary.
[00:21:06.290]We talk about how knowledge
[00:21:08.000]of terminology demonstrates being up to date on the topic.
[00:21:14.490]We look at the implication of terms across articles,
[00:21:17.520]so in reading about food in the US,
[00:21:20.060]we weigh the terms hungry and food insecure.
[00:21:23.860]When reading about domestic violence,
[00:21:25.870]we dig into the connotations of victim and survivor.
[00:21:29.750]We even explore the possibility of thriving after surviving.
[00:21:34.820]When reading about racism,
[00:21:36.270]we talk about why someone might use the word anti-racist
[00:21:39.501]over the word many of my students think suffices,
[00:21:43.630]the word they call normal.
[00:21:46.290]I describe how the term anti-racist
[00:21:48.400]is being increasingly used by the university,
[00:21:51.760]and this strengthens my position of using the term
[00:21:55.140]in the classroom.
[00:21:57.430]When looking at the way feminism has impacted our lives,
[00:22:01.210]I raised the question of why with so many people
[00:22:03.850]across the spectrum of genders agreeing with things
[00:22:06.550]like equal pay, the women's suffrage,
[00:22:09.750]and with almost every single woman
[00:22:11.900]in my classroom wearing some form of pants,
[00:22:14.760]mainly jeans, leggings, or sweats,
[00:22:17.340]many people still shy away from the term feminist.
[00:22:21.880]We talk about what words like natural and unnatural mean
[00:22:26.270]in the context of how the mere presence
[00:22:28.790]of many of our class members was once deemed unnatural
[00:22:32.490]and was even legally prohibited.
[00:22:35.180]Voting, which again, was once deemed unnatural for women
[00:22:39.140]has now become a key component
[00:22:40.610]of a female citizenship's role
[00:22:42.820]across a variety of political parties.
[00:22:46.810]These discussions served to tease out hidden assumptions
[00:22:50.630]to introduce students to a wider discourse,
[00:22:53.269]to make word choice intentional.
[00:22:56.300]Sometimes, this results in students choosing
[00:22:58.670]to use qualifiers like ecofeminists.
[00:23:02.046]Other times, it looks like casting a wide net,
[00:23:05.580]such as talking about hungry and food insecure families
[00:23:09.540]or victims and survivors of domestic abuse.
[00:23:14.910]In terms what language implies, names are important
[00:23:18.490]in the classroom.
[00:23:20.400]I print a roster on the first day,
[00:23:22.390]which means in my classroom,
[00:23:24.220]I can let students introduce themselves
[00:23:26.317]by the name they go by and their last name.
[00:23:29.980]I'm thus able to match them and alter my roster accordingly.
[00:23:34.560]I also address this in the pre-semester
[00:23:37.200]with discussion questions asking for a phonetic version
[00:23:40.402]of the name each student goes by.
[00:23:43.580]I model this with my name.
[00:23:46.310]This community record of how to pronounce names
[00:23:49.780]is useful for me and students to turn back to
[00:23:52.290]as we get to know each other.
[00:23:54.500]If a student doesn't give a pronunciation,
[00:23:57.170]and typically, this will be a student
[00:23:58.650]with a name common in the US
[00:24:00.600]who thinks the assignment is only for other folks,
[00:24:03.820]I can add a pronunciation
[00:24:05.440]and ask if I'm correct in pronouncing their name.
[00:24:09.923]I wanna do away with the idea that some names
[00:24:12.100]are universally easy, that other names are universally hard
[00:24:17.810]as our familiarity with names has to do
[00:24:20.020]with our experiences.
[00:24:22.200]The, Heberts, spelled H-E-B-E-R-T-S,
[00:24:26.390]and the Boudreaux, spelled B-O-U-D-R-E-A-U-X, in my hometown
[00:24:32.460]are likely to be mispronounced here.
[00:24:35.360]In a higher enrollment class,
[00:24:37.347]this record of names and pronunciation
[00:24:40.100]might be where an instructor grabs their roster from
[00:24:42.900]if they do call roll.
[00:24:47.650]I've had a few experiences
[00:24:49.100]with students shifting names mid-semester.
[00:24:52.290]The experience that impacted me most
[00:24:54.340]was when a student decided to go back
[00:24:56.910]to the original pronunciation of her name
[00:24:59.500]after having accepted a botched version in schools
[00:25:02.720]for most of her life.
[00:25:04.860]Her reclamation of her name ended up being part
[00:25:08.190]of larger reconnection with her home culture.
[00:25:11.870]Her classmates were supportive of this change
[00:25:14.600]and quickly learned to pronounce her name correctly,
[00:25:17.410]and to refer to her by that name.
[00:25:20.410]That being said, students do absolutely have the right
[00:25:23.090]to go by a nickname or an Americanized version
[00:25:26.250]of their names.
[00:25:27.700]Our role is to be supportive of student's choices
[00:25:30.170]by correctly pronouncing names to make the choice
[00:25:33.021]of using one's original name a viable one.
[00:25:37.490]As I'm sure you all know,
[00:25:38.700]it's not our place to assign a nickname to a student
[00:25:41.840]or suggest an entirely different name for them.
[00:25:46.000]Respecting students names is respecting students' culture,
[00:25:49.401]and it connects to supporting students
[00:25:52.761]in bringing their whole selves into the classroom.
[00:25:57.400]In the past few years,
[00:25:59.300]I started having students indicate their pronouns
[00:26:01.820]for our class.
[00:26:03.500]This is something that, like with the pronunciation
[00:26:06.510]of names, I model.
[00:26:08.410]But I do remember how new this is for me,
[00:26:11.410]and I genuinely empathize with a student
[00:26:14.120]who recently wrote something along the lines
[00:26:17.180]of, "I'm a man, and I look like a man,
[00:26:20.310]and I get the pronouns that go with that"
[00:26:22.310]in an essay on his identity.
[00:26:25.070]I'm still asking everyone for their pronouns,
[00:26:27.780]and I'm still giving mine,
[00:26:29.680]even though as a flat-chested person with facial hair,
[00:26:32.620]I am tempted to say it should be obvious what words don't
[00:26:35.760]or don't apply.
[00:26:37.090]But I make the choice not to say this
[00:26:39.400]because even if my gender is not questioned,
[00:26:42.672]simply giving my pronouns normalizes the conversation.
[00:26:47.400]In addition to supporting students
[00:26:49.490]whose pronouns may not be so obvious to their peers.
[00:26:53.830]This has largely been very well-received by both students
[00:26:57.060]who directly benefit from this classroom norm
[00:27:00.050]and their supportive cisgender peers.
[00:27:02.800]At this point, I suspect my students
[00:27:04.854]have probably been asked this question
[00:27:07.790]or at least seen pronouns indicated in email signoffs
[00:27:12.180]or name tags long before enrolling in my class.
[00:27:17.280]By asking names and pronouns of everyone
[00:27:20.470]and participating myself,
[00:27:22.370]I sidestep the potential evaluation
[00:27:24.730]of which names are easy to say and which are not,
[00:27:27.630]after all, easy for whom?
[00:27:29.660]And I really don't want folks in my classroom deciding
[00:27:32.670]which classmates gender looks ambiguous or obvious.
[00:27:37.100]In my syllabus, I'm clear that the classroom
[00:27:39.220]is a diverse place and it isn't always instantly apparent
[00:27:43.470]what a person's gender, race, or other identity markers are.
[00:27:48.610]Students are welcome to disclose
[00:27:50.458]as much information about themselves as they like.
[00:27:53.737]And I stress that if I ever ask for a show of hands,
[00:27:57.070]say, for example, who knows somebody who's been involved
[00:28:00.610]in the criminal justice system?
[00:28:02.735]Folks are welcome not to answer.
[00:28:06.120]Raised hands are yeses, unraised hands or nos,
[00:28:10.080]or choose not to answer.
[00:28:12.800]What is scandalous to one student
[00:28:15.260]might be a simple demographic to another
[00:28:17.940]such as having divorced parents
[00:28:19.980]or being a native English speaker.
[00:28:22.545]I wanna take a little time to answer the possible question
[00:28:26.422]of are these steps you're taking working?
[00:28:30.520]Are they making the impact you hope they are?
[00:28:33.720]Thankfully, based on face to face conversations,
[00:28:37.560]emails, course reflection documents,
[00:28:40.055]and the good old traditional student evaluations,
[00:28:43.370]the answer that I'm finding is indeed yes.
[00:28:47.320]I'm not a math person, but I will bring in some stats
[00:28:50.210]from one of my classes last semester.
[00:28:52.950]The evaluations are straightforward in their attempts
[00:28:55.620]to measure inclusivity.
[00:28:57.900]I received the 100% response
[00:28:59.338]from my 22 students answering strongly agree
[00:29:03.470]in response to the statement, I feel welcome and accepted.
[00:29:07.260]The teaching component students identified as my strongest
[00:29:14.080]One component of my teaching I've shifted over the years
[00:29:17.840]is my template, if you will, for reaching out to students
[00:29:21.070]who have stopped attending class,
[00:29:23.250]or who are missing significant assignments.
[00:29:26.262]I used to get very focused on the academic component,
[00:29:29.930]such as a hit to the participation grade
[00:29:32.810]or the potential to fail a course
[00:29:34.480]if a high stakes assignment is not turned in.
[00:29:38.300]Of course, this is important.
[00:29:40.430]But what I eventually came to understand
[00:29:42.236]is that students already knew this about missing class,
[00:29:45.970]and they knew this about not turning in work.
[00:29:49.070]I shifted my dear student, you have missed class
[00:29:52.630]and will need to get back on track
[00:29:54.140]to have a successful semester
[00:29:55.950]to a simple dear student, I noticed you weren't in class,
[00:30:00.470]and I want to to check in.
[00:30:02.810]Invariably, in the student's response,
[00:30:05.170]they will bring up the impact of their actions
[00:30:07.510]on their grades.
[00:30:08.850]They will address this, and they will appreciate
[00:30:11.550]that they're being treated with empathy
[00:30:13.650]by a professor who is concerned about both them,
[00:30:16.850]the individual person and them, the student.
[00:30:21.620]Addressing their personhood first supports their academics.
[00:30:25.820]I've noticed I use the phrase,
[00:30:27.372]I hope you were finding support,
[00:30:29.660]and let me know what I can do to be an ally frequently
[00:30:33.030]in exchanges with students who are struggling
[00:30:35.410]to bring their academics back on track with the challenges
[00:30:38.790]of, for example, being a primary caregiver
[00:30:42.770]for a sick parent, working full-time,
[00:30:46.050]or simply learning to study for the first time.
[00:30:49.410]This is where knowing about a variety of resources
[00:30:52.030]can be so useful.
[00:30:53.820]A student struggling to work enough hours to pay for tuition
[00:30:57.027]could benefit from both the UNL Money Management Center
[00:31:00.562]and the food pantry.
[00:31:02.590]Food security fosters academic success.
[00:31:07.130]An additional place
[00:31:08.300]where I fine-tuned some approaches teachers can take
[00:31:11.020]in the classroom is the Canvas models
[00:31:13.430]for supporting student identities
[00:31:15.590]that are currently in a course for teachers
[00:31:18.450]of Thompson students.
[00:31:20.130]Please, again, if you are a Thompson Scholar teacher,
[00:31:22.649]please check out those resource in Canvas.
[00:31:26.320]And if you're not, feel free to reach out to me,
[00:31:28.620]and I will send you all of the materials.
[00:31:31.250]You should have all received or will be receiving
[00:31:33.750]during this session the on-campus
[00:31:36.340]and larger community resources for each module.
[00:31:40.860]As I said earlier,
[00:31:42.200]I'm in the process of making these materials available
[00:31:45.290]to the wider campus community
[00:31:47.290]and keeping them living documents.
[00:31:50.692]I wanna end with an excerpt from an email I received
[00:31:54.200]from a former student recently who contacted me
[00:31:57.130]about writing them a letter of recommendation.
[00:32:00.540]I'll be clear, I have their permission to share this.
[00:32:03.300]And I share it not in the spirit of look what I did
[00:32:06.380]with inclusive and support in the classroom
[00:32:09.834]but look what we can do,
[00:32:13.320]what we all have the potential to do
[00:32:15.720]when our classrooms become sites
[00:32:17.660]of education and empowerment.
[00:32:20.830]My student writes, "No need to raise alarms
[00:32:24.290]as I've already worked with the correct resources
[00:32:27.250]to get the help I need.
[00:32:29.050]But there was this one class I missed
[00:32:31.360]where I specifically called you
[00:32:33.240]to tell you I was having an anxiety attack,
[00:32:35.930]and I couldn't even type an email to you.
[00:32:37.910]I was in a seriously abusive relationship at the time,
[00:32:41.860]and your class was the only class I felt safe in.
[00:32:45.080]That day, right before class,
[00:32:47.210]he had thrown my backpack with all of my things,
[00:32:49.590]including my electronics on the ground,
[00:32:51.940]and he pushed me on campus.
[00:32:54.490]When you picked up the call,
[00:32:55.770]you weren't even concerned about me missing class,
[00:32:58.750]you asked if I was okay.
[00:33:01.360]My abuser used to sit outside my classes on campus
[00:33:04.720]as he had nothing to do,
[00:33:06.310]but for an hour and 15 minutes, I was safe.
[00:33:09.160]I wasn't just safe, I was encouraged to think creatively
[00:33:12.670]and passionately about what we were engaging with.
[00:33:16.230]You truly saved my life
[00:33:17.430]because there were so many times I wanted to stay after
[00:33:19.870]and just tell you, tell you I wasn't safe
[00:33:22.000]and that I needed help.
[00:33:24.280]Even though I didn't, I want you to know
[00:33:26.050]that you did create such a safe environment
[00:33:28.870]for your students.
[00:33:30.070]Even when you didn't know it, you protected me."
[00:33:33.220]And I will say I did indeed care that she wasn't in class,
[00:33:38.819]but that I wanted to prioritize my support
[00:33:44.336]for the situation before bringing in the academics
[00:33:48.820]as I modeled earlier in those complaints, if you will,
[00:33:54.220]for reaching out to students.
[00:33:56.800]So I am wrapping up.
[00:33:58.970]Thank you so much, everyone, for being here today
[00:34:02.570]and for those of you who are watching this as a recording.
[00:34:05.640]You are also welcome to reach out to me.
[00:34:09.100]Thank you, in particular to Dr. Friday, Jerri, Megan, Eric,
[00:34:13.430]and everyone else involved in making this event happen.
[00:34:16.860]We look forward to the breakout rooms
[00:34:18.960]and to answering your questions.
[00:34:21.570]Thank you very much.
[00:34:30.040]Thank you so much, Dr. Hill.
[00:34:32.870]So, as Dr. Hill mentioned,
[00:34:34.410]so one of the things we wanted to do
[00:34:35.610]following this conversation is to really now start to think
[00:34:39.700]about ways we can have a more, I think, collaborative space
[00:34:44.450]so that we can talk about, not just this,
[00:34:46.920]but some, perhaps some opportunities for us
[00:34:48.330]to continuously learn.
[00:34:49.920]So we have a few breakout room prompts for you.
[00:34:51.970]This will be shared, of course,
[00:34:53.230]if you wanna do a quick screenshot.
[00:34:54.640]We'll also put this across,
[00:34:57.680]some will be also included in the chat,
[00:35:00.550]and then we'll also do it
[00:35:01.383]across the, trying to think of my words if that's okay.
[00:35:05.701]So the questions that we have for your breakout rooms...
[00:35:08.960]And by the way, you don't have to stick solely
[00:35:10.970]to the script.
[00:35:11.980]If you all want to, you can feel free.
[00:35:15.100]You can feel free to kind of guide the conversation
[00:35:17.610]based off of the room and based off some of the concerns
[00:35:20.890]or things that you wanna talk about.
[00:35:22.670]But just a few prompts for you.
[00:35:25.750]Share a personal resonance, like a aha moment,
[00:35:28.590]a practical application, or question
[00:35:30.460]with your breakout group.
[00:35:31.620]So if you had that aha moment that you've had personally
[00:35:34.940]or even during this session,
[00:35:36.500]but sharing with the group as a way of discussion.
[00:35:39.210]Another one is how might you apply some of the strategies
[00:35:41.810]that were discussed today
[00:35:43.190]and promising practices to your own respective areas.
[00:35:46.540]As I noted earlier
[00:35:47.810]that this is, of course, some is focused on classroom
[00:35:50.840]and inclusive teaching methods, but there are ways
[00:35:53.730]in which we can perhaps even transfer this
[00:35:55.930]into our own own practices,
[00:35:58.030]if we're staff, if we're students, et cetera.
[00:36:00.380]And then what are some practices you use
[00:36:01.828]that you would like to share
[00:36:03.120]with your breakout group members?
[00:36:04.750]You may already be in a space
[00:36:06.330]where you're doing some of this work,
[00:36:07.890]some things that may work on a practical basis.
[00:36:09.930]So what are some of those practices that you'd like to share
[00:36:12.930]as a way of expanding the opportunities
[00:36:16.330]for ongoing class operations,
[00:36:17.550]but also learning in this space?
[00:36:19.550]So we'll give you all upwards of 15, 20 minutes
[00:36:22.470]to be in this breakout room.
[00:36:24.570]And part of this is designed
[00:36:26.130]to have an ongoing conversation.
[00:36:27.530]Again, you don't have to stick to the script.
[00:36:29.730]If you find that conversation is flowing, please feel free.
[00:36:33.220]And when we get back, we will do some debriefing of that
[00:36:37.420]as an ongoing learning opportunity.
[00:36:39.020]So give us a few seconds,
[00:36:40.440]we'll put you all in the breakout rooms.
[00:36:42.500]But again, if you wanna do a screenshot,
[00:36:44.050]we'll also put these in the chat as well.
[00:36:55.955]I hope you had some good discussions
[00:36:58.260]in your breakout sessions.
[00:37:00.740]So we are just, I think we've got everybody back
[00:37:04.030]in the room.
[00:37:04.863]So I wanted to open the floor
[00:37:07.390]and see if anybody wanted to share any questions
[00:37:10.930]that came up in their chat.
[00:37:12.360]Well, we have Dr. Hill here to answer any questions,
[00:37:15.570]any personal residences that you'd like to talk through.
[00:37:19.370]Feel free to unmute and ask a question
[00:37:23.340]or share some topics that came up in your breakouts.
[00:37:47.380]I mean, I can definitely start us off
[00:37:48.970]'cause I have a question.
[00:37:52.430]I was thinking, as an instructor, Dr. Hill,
[00:37:55.600]something you mentioned that really resonated with me
[00:37:59.000]is leading with humanity
[00:38:01.970]and how we do that with our students.
[00:38:05.010]And something that I think about often
[00:38:09.240]is balancing leading with humanity
[00:38:13.130]and also keeping this idea
[00:38:16.430]that we're, I guess, all fed of fairness
[00:38:19.130]and being fair and treating every student the same,
[00:38:21.410]which is really difficult, in my opinion, to do, so.
[00:38:28.040]And leading with humanity and not all students
[00:38:31.710]are going through the same things
[00:38:33.040]and coming from the same places.
[00:38:35.690]So can you share a little bit more
[00:38:37.500]about how you kind of lead with humanity
[00:38:41.960]and I guess, your practices or promising approaches
[00:38:47.700]to acknowledging the subjectivity
[00:38:50.260]of our student's educational experiences?
[00:38:55.250]Sure, I was actually thinking about that yesterday
[00:38:58.930]when I was thinking
[00:38:59.763]about how I was going through the grade distribution
[00:39:05.540]for some of my classes.
[00:39:07.200]And I do have students end up with a grade
[00:39:12.870]that if I received, I wouldn't be happy about.
[00:39:16.790]I do have students who fail.
[00:39:19.151]But I don't believe I ever have students
[00:39:22.620]who just don't care about my course
[00:39:26.110]or who are just lazy or anything like that.
[00:39:30.110]I'm very aware that my students are juggling,
[00:39:33.380]probably in some cases more than I am
[00:39:38.700]and that a lot of them are very, very self-conscious
[00:39:44.700]about how I am perceiving them
[00:39:48.750]and about how their other instructors are perceiving them.
[00:39:52.890]So sometimes, they'll ask for an extension,
[00:39:56.920]and you can tell that they're asking
[00:40:00.930]for the minimalist possible extension, a 12-hour extension.
[00:40:07.030]And a 12-hour extension, a 24-hour extension,
[00:40:12.070]an over the weekend extension that all works out
[00:40:16.530]in how I've planned my grading.
[00:40:19.940]But when somebody tells me that they have been up all night
[00:40:23.540]with a relative in hospice
[00:40:25.330]and they need a little extra time,
[00:40:28.816]then I do tend to offer a more generous extension
[00:40:37.061]for those students.
[00:40:39.130]One thing I have seen that I understand where my students
[00:40:44.410]are coming from with this,
[00:40:46.610]but I feel a little sad that they feel this is necessary.
[00:40:51.240]I had a student one semester who came to all the classes,
[00:40:57.220]participated in class, turned work in on time,
[00:41:02.140]was a great communicator with small groups,
[00:41:06.220]and always looked engaged.
[00:41:10.220]He had a house fire.
[00:41:12.950]And the night of the house fire,
[00:41:16.980]he sent me a picture of himself in the emergency room,
[00:41:22.880]on the hospital gurney with the canula, whatever they are,
[00:41:27.880]basically the nose things up his nose and an IV next to him.
[00:41:33.370]And I just thought, that's not necessary.
[00:41:38.151]Like you've survived a house fire.
[00:41:42.980]Asking for an extension
[00:41:44.520]as you deal with the trauma of smoke inhalation
[00:41:48.540]and a really scary situation is perfectly reasonable.
[00:41:55.320]And so many times, my students
[00:41:58.950]who are needing a little extra support,
[00:42:02.760]it's very, very understandable.
[00:42:10.070]Yeah, I appreciate that.
[00:42:11.440]I think that everything you've spoken about
[00:42:13.690]is such a central aspect
[00:42:15.250]of how we set up inclusive education.
[00:42:17.180]Like that caring has to be front row center
[00:42:21.180]because it is sad and difficult that our students
[00:42:27.540]have perhaps been in situations
[00:42:29.240]where that has been necessary for them,
[00:42:30.980]and they feel like that's something that they have to do
[00:42:33.530]or to prove in some way that they're struggling.
[00:42:37.410]So I appreciate that.
[00:42:38.410]That is helpful.
[00:42:40.922]I do wanna turn it over to Dr. Friday real quick
[00:42:44.760]before we continue our Q and A.
[00:42:47.640]So again, thank you all so much.
[00:42:49.900]I'm sure the conversations that were in the breakout rooms
[00:42:53.460]I hope they were educational and collaborative.
[00:42:56.900]Part of what we hope to do
[00:42:58.230]whenever we're doing these sessions,
[00:43:00.420]whenever we're hosting things
[00:43:01.720]for the Office of Diversity and Inclusion,
[00:43:03.230]we always wanna walk away
[00:43:04.490]with, hopefully, people making connections
[00:43:06.360]towards a larger institutional goal,
[00:43:08.420]but also ways that your work on the granular level
[00:43:10.980]can be transformed through the work that's happening
[00:43:12.770]with your colleagues, with other units, et cetera.
[00:43:15.700]I did wanna take just a few minutes.
[00:43:17.490]We do have our incoming assistant vice chancellor
[00:43:20.240]for inclusive leadership and learning,
[00:43:21.810]Dr. Jennifer PeeksMease, that joined us
[00:43:23.830]as part of her ongoing efforts to really familiarize herself
[00:43:28.380]with the campus, the work.
[00:43:29.870]And as you all know, INCLUDE itself, of course,
[00:43:32.433]will be a part of the work.
[00:43:33.850]And we talk about diversity education, building community
[00:43:36.320]as a part of Dr. PeeksMease's work.
[00:43:38.530]While she'll be joining us officially July 1,
[00:43:40.490]I did wanna give her like a one or two minutes
[00:43:42.180]for her to introduce herself
[00:43:44.050]to members of the INLCUDE community.
[00:43:45.600]So I know she has to leave,
[00:43:47.120]so I wanted to just break in just a few seconds
[00:43:49.130]just to do this if that's okay with everyone.
[00:43:51.140]And then, of course, give the floor to Dr. PeeksMease.
[00:43:57.990]Thank you all for being here,
[00:43:59.530]and thanks for giving me just a minute to say hello
[00:44:02.250]and introduce myself.
[00:44:03.640]I'm really excited about INCLUDE in particular
[00:44:08.320]because of the community-building aspect,
[00:44:10.490]because of the opportunity.
[00:44:11.600]I was just in a great group with, I was with Colette,
[00:44:16.490]and Jeff, and I forgot.
[00:44:20.584]We're missing the last person that we were in the room with.
[00:44:23.350]But I had really good conversation.
[00:44:26.860]And I think I really value that,
[00:44:29.060]and I'm looking forward to continuing to see you all
[00:44:33.509]in the coming years.
[00:44:35.680]And I hope that I will be able to touch base
[00:44:39.350]with each and each of you as time progresses
[00:44:42.270]so that we can continue to come up with ways
[00:44:44.370]to build community and build the resonance
[00:44:47.959]of the work we do beyond our individual impact
[00:44:52.530]so that it can resonate across the university.
[00:44:55.210]There you are, Erin.
[00:44:56.043]I didn't see you before.
[00:44:58.470]So I just wanna thank you all for welcoming
[00:45:01.210]to this group today and especially Dr. Hill
[00:45:04.050]for your presentation, which is on topics
[00:45:06.850]that are so near and dear to my heart
[00:45:08.430]because I am coming from a teaching background.
[00:45:10.870]And I just very much appreciate your presence here
[00:45:15.910]and look forward to continuing to connect with you all
[00:45:19.390]and being a part of building this community going forward.
[00:45:27.170]Thank you so much, Dr. PeeksMease.
[00:45:32.710]Does anybody else have a question to asked Dr. Hill
[00:45:36.790]before we have to close out our session?
[00:45:40.170]I actually, I actually have a question I wanted,
[00:45:43.405]if I could, Dr. Hill.
[00:45:44.480]And it has to do with asking pronouns.
[00:45:47.630]So one of the things that I have transitioned away from
[00:45:51.620]is, and I'm not sure where I've landed on this
[00:45:56.090]that I feel really, really comfortable,
[00:45:57.270]but I've transitioned away from asking students
[00:46:01.320]to share pronouns in direct requests publicly.
[00:46:06.060]And I've experimented more recently
[00:46:09.210]with on their first quiz or first,
[00:46:10.530]they'll turn in a sheet of paper,
[00:46:12.820]and I'll ask their pronouns in written stakes
[00:46:16.130]so that they can and hand that to me privately.
[00:46:18.639]And I guess what I've struggled with is working
[00:46:21.260]with younger folks who are still sort of questioning
[00:46:25.900]where they are and aren't quite ready
[00:46:28.750]to claim a pronoun publicly.
[00:46:32.760]And so I'm wondering if you thought through that
[00:46:35.490]and have some strategy or kinda how you balance the tensions
[00:46:40.400]that are involved in that.
[00:46:44.180]I've definitely heard people talk
[00:46:45.390]about being put on the spotlight.
[00:46:48.940]So they walk into a classroom
[00:46:51.570]and they're supposed to say their name and their pronoun.
[00:46:57.550]And so I try to ease that in with the pre-semester modules
[00:47:02.430]to just kind of put that information out there.
[00:47:07.209]I phrase it and I hope people
[00:47:09.261]are kind of maybe recognizing the subtlety
[00:47:14.190]of what pronouns should be used for you in this class
[00:47:20.170]because it may be that somebody would like us
[00:47:22.600]to use a pronoun that they're not using in another class.
[00:47:28.750]I do have students answer things
[00:47:31.130]like I don't care what pronouns
[00:47:35.320]or any pronouns, they pronouns,
[00:47:40.050]or sometimes, they'll even say he or him.
[00:47:48.940]I guess in seeing things unfold, I've...
[00:47:55.993]Trying to think of how to phrase it.
[00:47:58.850]I guess I've found the record
[00:48:04.410]to be a good start.
[00:48:09.100]One of my students put down, ask me about my pronouns,
[00:48:12.750]which I thought was kind of funny
[00:48:13.720]'cause I thought I had just asked them about their pronouns.
[00:48:18.620]One thing I do notice,
[00:48:21.280]if a student says, oh, I don't care about my pronouns
[00:48:24.850]or you decide,
[00:48:28.600]what mostly happens is their peers will go with the pronouns
[00:48:33.180]that they believe accompany their assigned sex at birth.
[00:48:38.630]And that it is less usual for a person
[00:48:44.720]to pick a pronoun
[00:48:47.480]that they don't think the person was assigned at birth
[00:48:51.180]or were even to pick a gender neutral pronoun
[00:48:54.270]for that person as they kind of give us insights
[00:48:58.970]into their wiggle room.
[00:49:02.260]But it's definitely is something on my mind.
[00:49:04.960]And I think that I've had it come up
[00:49:11.000]in ways that felt comfortable
[00:49:14.390]and then ways that felt very uncomfortable.
[00:49:17.990]And I'd say the biggest thing to avoid
[00:49:19.902]is only asking one student what their pronouns are,
[00:49:24.830]is that, yeah, that is very awkward.
[00:49:28.600]Same with the name pronunciation, right?
[00:49:31.220]With me modeling it and with everyone doing it,
[00:49:35.000]it becomes a community experiment.
[00:49:38.960]Or not experiment,
[00:49:39.840]well, it is kind of an experiment.
[00:49:42.690]A community value or norm.
[00:49:52.390]Thank you for that response.
[00:49:55.950]Does anybody else have a question
[00:49:58.550]or thought they want to share?
[00:50:01.310]I do have a question, Dr. Hill.
[00:50:02.600]And actually, the last part
[00:50:04.700]of your statement really made me think about this.
[00:50:07.970]And it's about name pronunciation.
[00:50:09.680]You mentioned even in your presentation
[00:50:12.760]that you had a student once who went back
[00:50:14.990]to their actual pronunciation of the name before.
[00:50:18.980]It was kind, of course, altered
[00:50:21.920]to perhaps be more comfortable for other people.
[00:50:24.410]What is that process like, especially as an instructor?
[00:50:26.950]For me, I even used personal stories.
[00:50:29.650]For so long, people butchered my first name.
[00:50:32.540]And so it was kind of shortened to Kenge,
[00:50:35.670]a number of things.
[00:50:37.250]And then for students in particular,
[00:50:38.780]who perhaps start off, oh, call me Kenge,
[00:50:42.390]even though it's in Nkenge.
[00:50:44.380]Or call me this, but then, of course, some time passes,
[00:50:47.490]they now want that correct pronunciation,
[00:50:49.790]or we even see a lot of this with our international students
[00:50:51.890]or our students with perhaps non kind of Western type
[00:50:54.740]of names or traditional names that we consider.
[00:50:57.210]What does that process, especially for an instructor,
[00:50:59.300]when a student goes back to say,
[00:51:01.857]"This is actually the pronunciation of my name.
[00:51:03.510]I would like to be referred to this as such moving forward."
[00:51:07.290]How do you translate that to the rest of your class?
[00:51:10.010]So not necessarily your own practices,
[00:51:11.602]but to make sure that it's being modeled in the classroom
[00:51:14.040]for other students?
[00:51:16.240]What was funny about the time that stands out to me
[00:51:18.990]is she was actually the second person
[00:51:22.280]to change pronunciation.
[00:51:25.300]So it wasn't so much name as pronunciation.
[00:51:27.810]I forgot the first student's name,
[00:51:31.240]but it was something where so many people,
[00:51:35.530]I'll just use an example, so many people called her Anna
[00:51:40.420]that she introduced herself to the class as Anna
[00:51:44.970]instead of Anna, which was her name.
[00:51:49.090]Then eventually, at some point, we were talking about names
[00:51:53.260]and she revealed that her name was actually Anna.
[00:51:58.300]And I said, "Oh, like, well, I'm sorry.
[00:52:01.628]I can write that down.
[00:52:03.451]Would you like us to call you Anna?"
[00:52:06.610]And she said, "Yes."
[00:52:07.900]And then my second student said,
[00:52:09.807]"Well, actually my name also, you know,
[00:52:14.100]I've been having people use an incorrect pronunciation of it
[00:52:19.270]for the past years,
[00:52:20.870]but it's not actually how my name sounds."
[00:52:25.500]And then she said, "My name is actually," this.
[00:52:28.600]And so I did had ask her to repeat it a couple of times
[00:52:32.780]and wrote it down.
[00:52:34.810]Sometimes, I'll look up names online
[00:52:36.860]and try to get somebody saying their names
[00:52:38.610]so I can kind of hear it in my head.
[00:52:40.640]But people in the class, it was a very smooth tradition,
[00:52:44.900]not tradition, very smooth transition.
[00:52:47.390]Sorry, I'm getting over a cold,
[00:52:48.900]which is why I'm trying to hydrate so much.
[00:52:52.410]But yeah, I don't think anybody mispronounced it again
[00:52:58.500]throughout the rest of the semester.
[00:53:00.460]And it came up in one of her papers
[00:53:05.075]in an essay about examining self-identity.
[00:53:10.130]And that's where I really learned more
[00:53:12.010]about how this name really tied
[00:53:16.500]into an embracing of culture
[00:53:21.560]and basically a reclaiming of something
[00:53:24.570]that had been dampened for a while and altered for a while.
[00:53:29.610]So I was really happy for, I mean, for both both students.
[00:53:37.060]I also tell students that if I mispronounce their name,
[00:53:39.690]they're welcome to correct me in class or after class
[00:53:42.880]or by email so that they're not, so that they know
[00:53:48.410]that I am wanting to try,
[00:53:50.510]but they're not necessarily put on the spot
[00:53:53.520]to have to say in front of the class
[00:53:56.130]or say to the authority figure,
[00:53:58.040]which is sometimes intimidating.
[00:54:00.830]Wait a minute, like that.
[00:54:02.870]Again, I have those records in our discussions,
[00:54:07.510]so I go back to them and look over things.
[00:54:14.170]I also feel like the part you said
[00:54:16.250]about honoring the student, where they are at
[00:54:18.960]is very important. I think,
[00:54:20.180]especially working with naturalized student
[00:54:23.620]or international student.
[00:54:26.410]Sometimes to be politically correct,
[00:54:28.130]we say, oh, you should insist that people call you
[00:54:32.030]like this and this.
[00:54:32.863]But I think it's more respectful and sensitive
[00:54:35.960]to just let them have that coping strategy
[00:54:39.070]and respect where they are at
[00:54:40.510]because it could be lessening their cognitive load
[00:54:44.200]just to have people call them whatever at that point.
[00:54:46.920]And then later on, when they are more empowered
[00:54:51.130]or secure about where they are at,
[00:54:53.070]they could reclaim that name.
[00:54:54.840]But at the beginning, like it is very hard,
[00:54:58.690]and it's more important for them
[00:55:04.010]to feel at home and belong
[00:55:05.870]at that point in their development.
[00:55:09.988]I think by the middle of the semester,
[00:55:11.440]we had reached trust.
[00:55:14.490]And so that, I'm glad of that.
[00:55:22.270]I was gonna share that I also will have students do
[00:55:24.750]what we call a name story video before we start classes.
[00:55:28.580]So my name is Mikki.
[00:55:31.000]I tell people to call me Mickey Mouse
[00:55:33.120]and every student I have recognizes that no matter.
[00:55:36.550]I call it my international name,
[00:55:38.450]and it's just a way for people to remember.
[00:55:40.290]And so I say, if you can share with us a way
[00:55:42.990]to remember your name by an object or it rhymes with
[00:55:47.670]or something like that,
[00:55:48.760]'cause I do work with a lot of international students
[00:55:51.633]And as instructor, I can go back and rewatch those videos
[00:55:55.330]that they've submitted through Canvas.
[00:55:57.870]So that's really helpful too and their classmates as well.
[00:56:07.520]Yes, I love that idea because the phonetic alphabet still
[00:56:11.620]is tough for me.
[00:56:13.269]I don't know about y'all,
[00:56:14.610]but I still have difficulty spelling it out.
[00:56:16.520]So using those tools that we have
[00:56:19.270]to put in a sound bite
[00:56:20.970]or some piece of piece of kind of information
[00:56:23.900]to be able to have our peers replay that
[00:56:26.160]sounds like a great idea.
[00:56:29.220]I do have one more question
[00:56:31.770]that I'd like to ask you, Dr. Hill.
[00:56:33.650]Sorry, I'm just taking up all of these time.
[00:56:35.730]No, no problem.
[00:56:37.550]But you mentioned that one of the pieces of evidence
[00:56:41.200]that these materials are working
[00:56:43.420]is that your students say that they feel included in class.
[00:56:47.020]Something that I found in teaching a course
[00:56:50.700]that heavily teaches about race in American history
[00:56:54.750]is that our students, it's not that they don't want
[00:56:56.980]to talk through ideas or issues of difference,
[00:57:00.110]it's often that they are silent those days
[00:57:04.600]because they don't want to offend their peers
[00:57:06.610]or because they're afraid they don't have enough information
[00:57:08.740]or they don't want to say the wrong thing, right?
[00:57:10.810]It's not because they have,
[00:57:14.660]that they don't have inclusive ideals.
[00:57:16.990]So have you noticed any byproducts of these materials
[00:57:20.860]or setting up your classroom in this way
[00:57:22.460]in terms of students discussing actual ideas of difference
[00:57:25.900]or when those materials come out or come through class
[00:57:29.990]that use outdated terminology
[00:57:33.549]or about kind of dimensions of difference,
[00:57:36.440]have you noticed students being more open
[00:57:38.240]in discussing identity in difference in your class?
[00:57:42.140]Looking at words,
[00:57:45.900]always is I'd say a part of my pedagogy.
[00:57:50.830]And in like, for example, in my lit and film class,
[00:57:55.890]we look at the various terms as they have come and gone
[00:58:00.340]and their positive connotations,
[00:58:03.010]their negative connotations, their ambiguous connotations.
[00:58:06.890]Mostly, in my classes for rhetoric and for literature,
[00:58:14.140]we work in small groups.
[00:58:17.160]So sometimes, I come up with specific questions
[00:58:19.880]and I put them on the board
[00:58:21.340]and the folks around each other clump up
[00:58:24.761]and begin to discuss those things.
[00:58:28.060]I always tell 'em to start
[00:58:29.030]with what they're most interested in,
[00:58:31.320]not necessarily number one on the board.
[00:58:34.630]Other times, I start by asking them
[00:58:38.120]to think about what ideas, or what scenes,
[00:58:43.070]or what concepts, or quotes, or terms stood out to them,
[00:58:46.670]and then I put them on the board,
[00:58:48.260]and then they've sort of created the start
[00:58:50.880]of what their small groups will be discussing.
[00:58:53.670]And, eventually, we get back together as a large group,
[00:58:56.940]but I've gone around and I've listened in
[00:59:00.801]and commented on and kind of cultivated these discussions.
[00:59:06.320]So then these different groups become in dialogue
[00:59:11.080]with each other as well.
[00:59:12.910]And as somebody who's moved from the groups,
[00:59:15.170]I'm able to say, oh, group number three,
[00:59:18.860]what you said resonated with group two.
[00:59:21.190]Group two, will you tell us a little bit more about that?
[00:59:25.047]And so that is a way of getting involvement.
[00:59:29.520]I find when I turn to the group
[00:59:32.400]as opposed to the individual,
[00:59:35.680]the group members have been working within the group.
[00:59:38.450]So an individual in the group
[00:59:42.000]that feels most comfortable speaking speaks,
[00:59:44.950]but then sometimes other folks add in,
[00:59:46.970]maybe the person who's speaking,
[00:59:49.550]somebody else felt like they didn't capture everything
[00:59:52.440]or they just thought of something
[00:59:54.500]because the person said something,
[00:59:56.450]and now, they want it to be part of the classroom,
[00:59:58.470]and then another group fixed it up, and we look at things.
[01:00:03.380]Did that answer the question?
[01:00:05.490]No, that's great.
[01:00:07.078]My last question before we close off the session
[01:00:11.730]is you've given, given us some great materials
[01:00:13.670]and talked to us about how you set up your classroom
[01:00:15.730]with those pre-semester materials.
[01:00:18.320]So for those of us teaching right now
[01:00:20.540]who might implement these next semester
[01:00:23.420]the next time we teach a course,
[01:00:26.726]so in the classroom, when, perhaps
[01:00:30.710]before you implemented these materials
[01:00:32.610]and kind of this really intentional focus on language,
[01:00:36.050]when a student does say a word or a phrase
[01:00:39.310]that is, could be harmful to another student in the room,
[01:00:42.700]or isn't the language we particularly want our students
[01:00:45.180]to want to use,
[01:00:46.610]we have a lot of tasks of protecting that student's face,
[01:00:49.555]making sure they still feel like they're able
[01:00:52.650]to make mistakes and learn
[01:00:54.010]and in their educational setting
[01:00:55.800]while also protecting the identities
[01:00:57.280]of the other people in the room, correcting that language,
[01:01:00.150]all of these moving parts.
[01:01:02.230]So do you have any questions for us
[01:01:03.976]if a student either mispronounces a student's name
[01:01:07.860]or uses someone's pronouns incorrectly
[01:01:11.650]or says a word that we would rather not use in class,
[01:01:14.870]do you have any strategies to kind of correct that behavior
[01:01:18.020]while protecting that student's willingness
[01:01:20.360]to continue learning?
[01:01:22.320]I would say absolutely bring it up.
[01:01:26.400]Don't pretend you didn't hear it, don't let it slide.
[01:01:30.200]Don't wait to see what one of your students
[01:01:32.490]will have to teach one of their peers.
[01:01:37.830]And I usually, like if somebody mispronounces a name,
[01:01:43.370]I can say the name, oh so and so, and say it correctly.
[01:01:50.347]If they mispronoun a student,
[01:01:53.230]I can jump in and get that correct pronoun in there.
[01:01:56.690]And when I do that, the person who's used the wrong name
[01:02:01.950]or like mispronounced name or use the wrong pronoun,
[01:02:04.740]they recognize, oh, I messed up, and they apologize.
[01:02:10.550]And say something like, "Oh, I'm sorry."
[01:02:11.950]And it ends up moving.
[01:02:15.280]When it comes to that out of date terminology,
[01:02:20.110]I will just say, "Oh, hey, that's one
[01:02:23.300]of those out of date terms
[01:02:25.650]that is no longer part of contemporary conversation,
[01:02:29.470]but that you've probably heard
[01:02:32.060]through historical organizations,
[01:02:35.810]and there's been a shift to this term.
[01:02:42.364]If you want more information about that,
[01:02:45.390]turn back to the document I have in the pre-semester
[01:02:50.830]with addressing language."
[01:02:53.926]And that kinda tells them what they need to do differently
[01:03:02.860]and kind of a next step to follow up.
[01:03:07.250]So we're addressing it
[01:03:14.370]straightforwardly, I would say.
[01:03:18.291]Yes, that's helpful. Thank you.
[01:03:21.340]Okay, unfortunately, we're running out of time,
[01:03:23.170]so I'm gonna turn it over to Dr. Friday
[01:03:26.090]to close out our session.
[01:03:28.680]So again, I wanna thank you all so much for joining us
[01:03:32.260]for this academic year,
[01:03:33.890]but also this particular in INCLUDE.
[01:03:36.900]A sincere thank you to Dr. Hill for being here with us today
[01:03:40.210]to teaching us more about this.
[01:03:42.620]Like I said, it's a topic that's not only, I think, helpful
[01:03:45.800]as we think about moving this work forward,
[01:03:47.760]but practical, I think, applications for this.
[01:03:50.740]So thank you so much for your time, your expertise.
[01:03:53.030]And as we noted, we will share some resources from you all.
[01:03:56.830]We dropped in the chat, especially earlier on,
[01:03:59.670]ways that you can connect with Dr. Hill,
[01:04:01.250]ways you can learn more or about the work.
[01:04:03.715]But part of what we like to do
[01:04:04.858]is to also offer for you all opportunities
[01:04:07.850]to remain engaged with INCLUDE,
[01:04:09.700]even during the summer months.
[01:04:11.720]We are always seeking additional topics.
[01:04:14.320]If you have suggestions,
[01:04:16.570]not just suggestions, of course,
[01:04:17.870]but if you also have potential speakers for us to consider
[01:04:21.610]as a part of the next upcoming academic year,
[01:04:23.870]which will begin in August, please let us know.
[01:04:26.146]Part of what we would like to introduce to our community
[01:04:29.160]as ongoing efforts are topics
[01:04:30.970]that may not be something we've covered thus far
[01:04:33.700]or things that you'd like to us expand on.
[01:04:35.240]So we may have already introduced one,
[01:04:36.520]but you wanna include different perspectives.
[01:04:39.070]We're always open to that as well.
[01:04:41.890]So if you have to topics, if there's some issues
[01:04:44.930]that you see in your own classes and your own practices,
[01:04:47.143]and you're like, "Hey, I would love this
[01:04:48.022]to be a part of INCLUDE," we are always seeking that.
[01:04:51.080]We're also seeking additional facilitators.
[01:04:54.150]INCLUDE may not be the best platform for you,
[01:04:56.550]but know that we have additional ways
[01:04:57.653]that you can perhaps facilitate sessions yourself
[01:05:00.530]through many of our learning opportunities
[01:05:01.980]in the Office of Diversity and Inclusion.
[01:05:03.810]And, of course, of course,
[01:05:05.080]there are always ways you can remain engaged
[01:05:07.030]with the office.
[01:05:07.863]We have a newsletter that comes out each month
[01:05:10.108]that offers a lot of information.
[01:05:12.920]Notably, many of you actually reply to that newsletter
[01:05:15.673]with suggestions or even just with thanks
[01:05:18.430]because you're covering something.
[01:05:19.810]It's always helpful for us to hear more
[01:05:21.270]about what we're doing, what's impactful,
[01:05:23.180]but also ways in which we can feature or expand on things
[01:05:26.190]because we are also in a process of always learning
[01:05:28.630]about what's happening
[01:05:29.720]in ways our own practices can be shaped
[01:05:31.520]by additional resources in the evolution of this work.
[01:05:35.730]So again, we are looking for suggestions
[01:05:37.890]for future INCLUDE topics.
[01:05:39.670]You can sign up to facilitate either this session
[01:05:42.090]or just thinking about ways you wanna introduce
[01:05:44.020]your own learning capacity here
[01:05:45.880]and sign up for our newsletter.
[01:05:47.770]We anticipate our next include being in the early fall.
[01:05:52.350]But we will still be reaching out to the community
[01:05:54.612]as early as next month,
[01:05:56.780]as way of continuously engaging you all in this work
[01:05:59.427]and just making sure, again, checking in.
[01:06:01.150]If we're doing something or you'd like us to be in a space,
[01:06:04.050]we're always looking for suggestions in that regard.
[01:06:06.290]So, again, thank you all.
[01:06:07.658]These are ways you can stay in touch with our office.
[01:06:10.740]We hope that you finish out this semester just as strong
[01:06:13.310]as perhaps you started it, if not stronger.
[01:06:15.780]And thank you so much for joining us for INCLUDE.
[01:06:19.380]And, again, thank you so much Dr. Hill for your time.
[01:06:22.180]Thank you all.
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