[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:34:02
Yes. Oh, yep, thank you for turning on the live trend encryption, and we will be recording today.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:34:12
Oh, we're recording paused right now but because we're presenting about a tool we thought it would be beneficial to record this, and then be able to post a link to it.

[Manuel Velez] 12:34:33
On the event age. Okay? Oh, wonderful, awesome. we got it all the introductions.

[Manuel Velez] 12:34:37
Yeah, it's great to see everybody it's wonderful to see so many people here.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:34:40
I wasn't expecting more than 5 people this morning I've seen this one we're so surprised you all signed up on pretty short notice.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:34:50
So. we really appreciate your your high level of interest.

[Manuel Velez] 12:34:55
Yes, most definitely. Well, I think we could get started. Karen.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:34:56
What do you think? Alright, let's go ahead and jump in and let's let's first of all begin with our introductions here?

[Manuel Velez] 12:35:03
Good morning, everybody. My name is Manuel Willis. I am currently the area D representative on the A.

[Manuel Velez] 12:35:12
Triple C Executive Committee. I am also at San Diego Mesa College, where I am serving as the Chicago and Chicago Studies Chair. here.

[Manuel Velez] 12:35:19
And finally, I am the Chair of the Equity Diversity and Action Committee, which is one of the standing committees of the Executive and of the a Stripy Executive Committee, which focuses primarily on how we can infuse diversity

[Manuel Velez] 12:35:31
and anti-racism and accessibility into our courses and into our curriculum.

[Manuel Velez] 12:35:36
So this particular topic is definitely very exciting and interesting for me as well.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:35:40
Karen. You want to introduce yourself. hello, everyone!

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:35:44
My name is Karen Chow. I am on the a Triple C Executive Committee as the area be representative.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:35:50
My home campus is the Amza College where I'm Full time faculty in English Former Academic Senate, President and District Senate President, and also happy to serve as second chair to the Equity Diversity Action Committee Standing

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:36:07
committee of the aistful c and delighted to be with you all today.

[Manuel Velez] 12:36:12
Alright. So let's go ahead and jump in and get started here.

[Manuel Velez] 12:36:15
What we're gonna do today, is we're going to focus primarily on the curriculum model practices and principles framework that was created by the Fivec.

[Manuel Velez] 12:36:24
Which is the California Community College curriculum Committee back in 2,021.

[Manuel Velez] 12:36:30
The whole idea behind the curriculum, model practices and principles came out of a recommendation in 2,020.

[Manuel Velez] 12:36:36
That the fivec focus specifically on championing equity-minded curriculum and practices for both credit and non-credit instruction.

[Manuel Velez] 12:36:46
So based on that idea, the 5 c's created a subcommittee, and that subcommittee worked to create the curriculum model practices and principles that we're introducing today here.

[Manuel Velez] 12:36:57
I should mention that our slideshow does also talk a little bit about the oer I framework, though we're not going to focus on that today, though we are going to leave all that information on the slide show for you that if

[Manuel Velez] 12:37:07
you're interested in learning a little bit more about the oer I framework.

[Manuel Velez] 12:37:11
You could have that information on the slideshow. but our primary emphasis this morning will be on the Dei curriculum, model practices and principles framework.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:37:20
We go to the next one ahead and i'll go ahead and put this the Powerpoint in the chat for everybody.

[Manuel Velez] 12:37:28
So again, we'll focus on primarily today. is the Dei and curriculum model principles and practices chart.

[Manuel Velez] 12:37:34
Again. we do have information on the oer, I framework but we won't be focusing on that. so much this morning we'll be focusing particularly on how you can apply particularly the curriculum model principles, and practices in

[Manuel Velez] 12:37:46
your classrooms, as well as in your curriculum committees, or wherever you're discussing curriculum at your college campus.

[Manuel Velez] 12:37:54
So next slide.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:37:59
Okay, this is me. So with the Dei Chart history and the creation process.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:38:06
As mon while mentioned earlier. the 5 C committee came up with this

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:38:13
This tool, and they wanted to recommend framing that curriculum, dialogue, and decision making in principles that reimagine curriculum through an equity lens, and the fivec committee is a committee that

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:38:26
is made up of chief information, officers faculty, curriculum, officer, representatives, curriculum, specialist, deans and students.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:38:38
So it was a collaboration that involves constituencies across those different groups.

[Manuel Velez] 12:38:47
And yeah, I think we can move on to the next yeah so what you're seeing on the screen right now is the beginning of the Dei model principles and practices like me. kind of explain to you what you're looking at here what you're

[Manuel Velez] 12:39:00
looking at is a set of for let's call them categories in terms of where colleges could be in their efforts to infuse Dei into their curriculum or into their courses.

[Manuel Velez] 12:39:14
If you look at the chart, if you start on the left side of the screen where it says traditional educational practices, that would be what we would consider.

[Manuel Velez] 12:39:21
Perhaps the traditional forms of education, how we conduct our syllabus, which textbooks we choose, how we introduce them into our classrooms, so that first column would really be where we have been traditionally This would be a column that would

[Manuel Velez] 12:39:37
identify perhaps one dominant culture represented in most of our courses.

[Manuel Velez] 12:39:43
We have talked about the idea that our courses or our colleges tend to still be Eurocentric, so that traditional educational practice would still emphasize that eurocentric perspective, that traditional educational practice might also take not take things

[Manuel Velez] 12:39:56
into consideration, such as textbook costs, they may still be using traditional textbooks which tend to be a lot more expensive in terms of syllabi.

[Manuel Velez] 12:40:05
The traditional practice might still have syllabus that are more deficit-minded.

[Manuel Velez] 12:40:10
The language is more punitive in nature. Things such as students must do this, or students must do that things such as that traditional educational practices also tend to not focus on the institutional nature of anti-racism or of

[Manuel Velez] 12:40:26
diversity and equity, and thus never really questions the overall structure of the institution in that role.

[Manuel Velez] 12:40:33
So that's the kind of beginning and again that's where we might say most of our colleges traditionally have been, and as you move towards the right of this column, you'll see that the more you move to the right the

[Manuel Velez] 12:40:45
more equity and diversity efforts start to get in infused into the process.

[Manuel Velez] 12:40:50
So in that second column under equity principle that's where we begin to see colleges become more focused on the subject matter that they're teaching in the book in the classes are the textbooks more representative

[Manuel Velez] 12:41:02
of multiple voices? Or are the textbooks more representative of multiple experiences?

[Manuel Velez] 12:41:08
Are the textbooks? Are Are they more low cost, or is there consideration to 0 cost or oer for the students?

[Manuel Velez] 12:41:16
There are your syllabi using more acid-minded language rather than that punitive language is your Syllabi, using more the colonized language that is more inclusive of different voices, or different excuse me or different

[Manuel Velez] 12:41:30
experiences, and certainly under equity principle. Are you looking at your institution?

[Manuel Velez] 12:41:36
Are you interrogating your systemic structures and asking yourself whether or not those can also be addressed?

[Manuel Velez] 12:41:44
And as we move down the column then again, we see more and more proactive approaches under culturally responsive classroom practices, you are now being, let's say, for example, more intentional in terms of bringing in the voices of students of

[Manuel Velez] 12:41:59
color or the LGBT community or gender perspectives. You're being much more intentional about ensuring that textbooks and other materials.

[Manuel Velez] 12:42:08
Are easily accessible to your students. you're being more into intentional about how your students are participating in the conversations as well in terms of your syllabi you're. shifting the language from impersonal students must

[Manuel Velez] 12:42:21
do to more warm, just, descriptive language descriptive language that's more culturally responsive and that it's a language that serves more to collaborate with students rather than to simply demand certain behavior from students finally the last column is the

[Manuel Velez] 12:42:36
culturally responsive practices. This is ultimately, again, what we think could happen Once a college dedicates itself to changing its environment and infusing curriculum with diversity, equity and inclusion in mind at this point Perhaps

[Manuel Velez] 12:42:53
For example, your textbooks now are very inclusive of diverse, not only diverse ethnic communities, but diverse socioeconomic communities.

[Manuel Velez] 12:43:02
Racial communities. gender communities, you are encouraging active participation in your students.

[Manuel Velez] 12:43:10
You're actively looking at the works that you're talking about, and you're having your students give input ultimately again.

[Manuel Velez] 12:43:14
You're being much more intentional in terms of getting that student voice student participation and ensuring that your students voices are involved in the course itself.

[Manuel Velez] 12:43:23
So again, the Dei model principles and practices starts off with this kind of categories, and it allows you, as a college campus to determine where you are in terms of these categories, is your college more focused on the

[Manuel Velez] 12:43:37
traditional educational practices? or are you beginning to infuse equity into your curriculum?

[Manuel Velez] 12:43:43
Or are you more along the line where you are now infusing cultural, responsive environmental practices?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:43:50
Next slide, please. So as Monwell has explained this, just give you a kind of lifting of what does it mean to apply this tool?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:04
So we have a list of the various aspects that Manuel actually just covered very nicely.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:11
Textbooks, student facing documents, The role of discipline, faculty, the course, syllabus, classroom assignments and assessments.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:20
Dei across a range of disciplines ethnic studies itself as a discipline which, as we know is actually

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:29
You know there's a lot happening around getting our ethnic studies approved for the area F.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:37
Csu requirement, and also right now with the disciplines.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:41
Disciplines list hearing that we just had at the fall plenary.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:49
We have the ethnic studies discipline going through a proposed update for the minimum calls.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:44:56
And We just had a hearing to get more input on it, and then at the spring funnery.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:45:03
That's where we would have the ethnic studies discipline.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:45:09
Then approved as the updated update to them to the min quo's handbook based on the bodies.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:45:19
Voting at the planner recession. And we also have siloed programs and services.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:45:26
And then definitely, the tool is meant to be a starting place from which your college can add more.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:45:36
And as unwell, pointed out there are the columns that list, some some practices that have to do with the sort of the classroom and the classroom practices and strategies level But Then there's also a

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:45:49
column to invite you to think about how the tool can be used in, say, the curriculum review process.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:45:56
So Yeah, I think we can go from here to the next slide.

[Manuel Velez] 12:46:03
So for us the most important column. Well, all the 4 columns are important, right?

[Manuel Velez] 12:46:08
But the column that we think where you can start to become more proactive in terms of refusing Dei in your curriculum is that third column, so we can.

[Manuel Velez] 12:46:18
There we go. The third column, then, is really where we can start to look at how you can begin to infuse more curriculum.

[Manuel Velez] 12:46:24
I mean. Excuse me more, dei curriculum into your courses, and what we're talking about here is active faculty, participation, right?

[Manuel Velez] 12:46:32
Your faculty ultimately have the opportunity to engage in conversations about equity-minded practices within the context of their disciplinary expertise.

[Manuel Velez] 12:46:41
So in a lot of ways. This really depends on your disciplines around your departments or your programs to ensure that you're having conversations with your faculty overall in terms of how it is that they can begin to infuse

[Manuel Velez] 12:46:52
the equity minded practices. This is important right because in a lot of ways, the way that we infuse diversity and equity into our classrooms is to depend upon the disciplines that we're working under and I know that a lot

[Manuel Velez] 12:47:04
of times. Those are the questions that we have. Whenever I have these conversations about academic freedom or equity and diversity in the classroom, many faculty asked me, Well, how do you do that in chemistry?

[Manuel Velez] 12:47:15
Right? or how do you do that in mathematics or how do you do that in a course where let's say it's not sociology based or humanities based?

[Manuel Velez] 12:47:23
Well, the answer to that question isn't gonna come from me because i'm not from your discipline, but you're faculty.

[Manuel Velez] 12:47:31
Those who are experts in your discipline do have the answer to those questions.

[Manuel Velez] 12:47:35
And so it's important. then, that you create those spaces within your discipline could perhaps, whether you're within your curriculum committee, or even within the academic senate where your faculty can speak up and where they

[Manuel Velez] 12:47:47
can present their ideas, their theories, their plans, on an infusing diversity and equity.

[Manuel Velez] 12:47:55
It's important and I always always point that out if I don't know the answer to how your discipline might infuse equity or diversity.

[Manuel Velez] 12:48:01
It doesn't mean that it doesn't exist and there are people within your discipline who are very aware of how to infuse diversity and equity into your disciplines.

[Manuel Velez] 12:48:11
You just have to make sure that they have the space to be able to speak to that, and to present those ideas.

[Manuel Velez] 12:48:15
And so again, that third column definitely gives you some ideas on how you can do that.

[Manuel Velez] 12:48:19
How you can bring in your faculty, how they can start to either share with you.

[Manuel Velez] 12:48:25
There ideas on infusing diversity into the classroom, or learn from your ideas, in order to begin to infuse diversity into their classrooms as well.

[Manuel Velez] 12:48:34
So again, the idea really here is to engage your faculty in those discipline.

[Manuel Velez] 12:48:41
White conversations about how to place a focus on diversity, anti-racism, equity, in their particular classes with their particular subject matter.

[Manuel Velez] 12:48:50
And again using the ideas on that third column, will help you to develop those things

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:48:58
Yeah, I was gonna move to the next one. Yes. So here are some specific examples. right?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:49:04
That could be posed for any discipline.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:49:09
Right so shifting student facing documents and descriptions focused on deficit mined language, and I think we'll have some examples of that coming up in some slide.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:49:20
To ask it minded and decolonized language.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:49:24
So an example. There is, for example, changing, how we refer to students from minority students versus minorities, students or unprepared versus underprepared, also shifting language from impersonal

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:49:39
verbiage and descriptions to warm, culturally responsive content.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:49:45
So again, you know, shifting from using minority to diverse.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:49:51
And also You know I think we've been hearing more about using thinking of ourselves as far as faculty as being warm demanders.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:50:02
Right that we is so. So this is not about this is not about lowering standards, right?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:50:11
It's about maintenance about keeping and maintaining high standards.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:50:16
But also how do we make our classrooms spaces that are more welcoming?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:50:22
To all of our students And so continuing on rewarding language from a colonized mindset to an equity mindset.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:50:31
So colonized versus colonial and we could get more into I don't know if you might want to say more about that colonized versus colonial right and enslaved versus instead of slaves.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:50:48
But these are discussions that you can engage with with your faculty.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:50:52
Right, and do some research into how these terms are used, what they, what they, what kind of connotations they carry with them.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:51:00
And also this is an opportunity to collaborate with student services, faculty, and classified professionals to have them come in, and sort of concretely be able to help infuse the class the curriculum that

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:51:19
content with more of those concrete services support services.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:51:25
So that students really feel like that support in a very hands-on holistic way.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:51:33
So the various resources that our campuses now have to address basic needs you know.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:51:41
Maybe they're the food pantry mental health and any other support services that your campus may have.

[Manuel Velez] 12:51:50
Let's go to the next slide. I think the next slide.

[Manuel Velez] 12:51:53
Can give us a more specific examples, especially if that difference between deficit language versus more inclusive language.

[Manuel Velez] 12:52:01
And I think, help the question that Karen had asked in terms of What is that difference between a colonized language and a decolonized language?

[Manuel Velez] 12:52:08
So what you're seeing on the screen are 2 examples, of what you might find on the syllabus the one on the left, which is in white, is an example of that deficit language, and i'll admit this could have come directly from

[Manuel Velez] 12:52:22
my syllabus. I know that I still use a lot of this type of language, and in many ways I think those of us who have been teaching in this profession for a while.

[Manuel Velez] 12:52:30
This is the way that we were taught to write syllabi, and it's almost It was almost given to us as if this is standard.

[Manuel Velez] 12:52:35
This is the normal way, or the official way of writing Syllabi.

[Manuel Velez] 12:52:39
So you'll notice, and that the example that we have on the right definitely uses this more kind of punitive deficit type of language.

[Manuel Velez] 12:52:47
Every student is required to participate in class discussion. Each student is responsible for reading daily.

[Manuel Velez] 12:52:54
It is the students responsibility to check the homework schedule.

[Manuel Velez] 12:52:57
And so again, while these statements again we might feel, are important.

[Manuel Velez] 12:53:01
They certainly let the student know what their responsibilities are.

[Manuel Velez] 12:53:05
They also do send tend to set a tone of authoritarianism of punitive ideas, and it sets definitely a more distant relationship between the professor and the student.

[Manuel Velez] 12:53:19
The student does not feel connected to the professor, and in many ways the student feels as if the professor is more of an authority figure or a police figure over the student.

[Manuel Velez] 12:53:29
The difference would be what you see on the right side of the screen, where the in this case the example is from real Honor College, The professor, rather than saying, You must do this, or you must do that creates more of a kind of collaborative

[Manuel Velez] 12:53:42
or partnership kind of in environment where the teacher works together with the student and understands that both the teacher and the student together create a more welcoming environment.

[Manuel Velez] 12:53:52
So you'll notice then, that in that second side there's a lot of I right, my commitment to you.

[Manuel Velez] 12:53:58
You are entitled to an equitable learning environment that is free, and unfair of practices, and a space that celebrates your voice, fosters your agency and develop your capacity for self advocacy as your instructor i'm committed to equity and inclusion

[Manuel Velez] 12:54:12
for you are diverse college students acknowledging and rejecting institutional racism and discrimination.

[Manuel Velez] 12:54:18
So again, right. That second example is more inclusive. Right?

[Manuel Velez] 12:54:22
It understands the relationship between the student and the teacher is more of a partnership, and that both the teacher and student will work together to create that more positive learning environment.

[Manuel Velez] 12:54:33
We are going to have an opportunity to have some conversation pretty soon, but I would definitely like to hear what you think of these 2 statements, and whether or not you feel that that second statement is in essence doing what the first statement wants to do

[Manuel Velez] 12:54:45
but in a more inclusive manner so as we're going along talking about this, think about these 2 examples, and let me know if you think that that second one, if it works, if it's conveying the same idea, as the first

[Manuel Velez] 12:54:57
one, but without that kind of punitive or deficit language.

[Manuel Velez] 12:55:02
This going to the next example?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:55:08
So So here we have an example, and I just wanna acknowledge that Susie Khan has a great suggestion idea in the chat about having a needs assessment survey based on

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:55:26
this thei and curriculum model that could be used to survey faculty on where they think they are.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:55:30
With each of these categories, and maybe something like that would be a helpful professional development tool.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:55:37
And actually i'm so happy you suggested that because I am also currently serving on the

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:55:44
Dei in, and the cor and implementation work group of this year's fivec committee and one thing that we are actively discussing and trying to work on this year is coming up with ways in which to make this tool even

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:55:58
more robust. So something like that needs assessment survey is a great idea.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:56:02
I'm gonna take back to the committee so thank you

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:56:06
So here we have a culturally responsive assessment in sociology in a particular discipline example.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:56:12
So you can see the before where the content having having the content be very explicit with the multicultural and social justice.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:56:27
Content. You know, representation objectives. So sociology of the discipline apparently already has a lot of that kind of content.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:56:36
But also this tool invites You know this discipline to think about the methods of instruction and the methods of evaluation.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:56:45
How do those things? perhaps implicitly reinforce Its historically racist, sexist and exclusionary practices?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:56:57
So some examples provided by another discipline faculty.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:57:02
Here is, you know, is the instruction lecture heavy?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:57:07
You know the the ways in which assignments and grading are done, where students, when they share their perspectives and opinions, does that become something that can actually impact their grade in a more substantive way?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:57:25
Is there kind of a valuing of the of the knowledge and the cultural wealth that students themselves bring so shift to the now?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:57:34
Perhaps you know, some more student centered focus activities to do in the class could include polling in class polling online discussions, small group breakouts, not, you know, leaning away from the lecture heavy content

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:57:52
delivery format, and then additional multiple opportunities for students to do self-reflection and give course feedback have anonymous surveys.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:58:02
Maybe something like a replacing connect section on A, so that their reflection does get accounted for in some way.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:58:12
And helps to determine their grade not just sort of like dependent on a regurgitation right of material that's in lecture.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 12:58:21
So that's another example

[Manuel Velez] 12:58:27
So in in the example that we see here this one is specific to a particular discipline, and this isn't a before or after example.

[Manuel Velez] 12:58:36
Here we just have 2 examples of how, in this particular case, the college woods and community college found a way to infuse antiracism and diversity topics into their biology.

[Manuel Velez] 12:58:48
Class specifically. And again for me, this is a great example, because this is one of those examples that I always get when we have these conversations of well, what about biology?

[Manuel Velez] 12:58:56
How do we infuse Dei or anti-racism in the biology course, where it doesn't seem?

[Manuel Velez] 12:59:04
That de high or anti racism necessarily fits but these examples that we see here on the screen. I think, show a great a great way that you can infuse those particular conversations into even a biology course in the first example they're talking

[Manuel Velez] 12:59:16
about glomular filtration rates I am not a biologist, so I have no idea what that is, i'll admit.

[Manuel Velez] 12:59:22
But you'll notice, though, as a part of that conversation they do talk specifically about the the racial components involved even in this very kind of scientific process.

[Manuel Velez] 12:59:35
So as it says they're in the second bullet point it's the example of the African Americans get their Egfr increase.

[Manuel Velez] 12:59:41
Do it on assumption of higher muscle mass. The cost consequence.

[Manuel Velez] 12:59:44
African Americans are de prioritized for kidney transplants.

[Manuel Velez] 12:59:48
So in this case, then, the scientific information isn't just provided scientifically, but it also touches into questions of racism or discrimination in our society. In the second example, we see the same thing where the discussion has to do with

[Manuel Velez] 13:00:02
body mass index. But the part of the conversation makes sure to include the racist origins of Bmi as well as reading literature that focuses on issues such as fat phobia.

[Manuel Velez] 13:00:14
So again, these are excellent examples of how even in the course such as a biology course, where it may seem like dei and anti-racism wouldn't necessarily fit.

[Manuel Velez] 13:00:24
These are excellent examples of how a professor was able to find ways to infuse Dei and anti-racism into the course.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:00:33
So the next slide. Yes, and so now moving over into the fourth column of our Dei tool where we talk about curriculum committee practices and policies.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:00:48
So here, you know we're acknowledging that institutionally right.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:00:52
These are very important. committees, The Curriculum Committee and the Academic Senate have an opportunity to engage in also more equity-minded review processes, of curriculum.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:01:05
And so So this column tries to offer some ideas, some questions to think about in terms of how these committees can also support the equity work in the reviewing work that is done especially in the curriculum

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:01:22
committee. So And and taking into account credit and non-credit

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:01:28
And of course you know all the the scrutiny that's on the course outline of records, and any other curriculum documents and processes to try to think about.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:01:38
How do we make make those things more culturally

[Manuel Velez] 13:01:45
So wait for the next slide in the next slide. we have a specific example from Woodland Community College.

[Manuel Velez] 13:01:54
I'm gonna ask first of all if anybody is here from woodland Community college. Let us know, so that we can kind of get your input on this.

[Manuel Velez] 13:02:00
We'd love to hear your perspective here but the slide here. that we have is an example specifically from Woodland Community College, who, in the fall of 2,021, decided to really look at their curriculum committee and begin

[Manuel Velez] 13:02:15
to, or incorporate idea or idea, is I forgot the I already it's diversity equity, anti-racism, accessibility, and inclusion.

[Manuel Velez] 13:02:28
That was the eye And so Woodland Community College decided that they were gonna put a main focus on infusing idea into their curriculum.

[Manuel Velez] 13:02:36
And so in the fall of 2,021 they began a formal process through their curriculum committee, and it did begin with professional development.

[Manuel Velez] 13:02:43
I did notice earlier in our chat someone said that it would be important to have a list of books to read, or a list of materials to read as you prepared with this particular process, and that's definitely correct right and within community college kind of

[Manuel Velez] 13:02:57
began in that way by starting with professional development for their committee, specifically focusing on the diversity, equity, anti racism, and inclusion.

[Manuel Velez] 13:03:08
And so they began this professional development process. The members of the Curriculum Committee either attended some workshops, read, some literature, participated in conversations ultimately to prepare to begin to infuse idea into the

[Manuel Velez] 13:03:23
curriculum once they were able to get that professional development.

[Manuel Velez] 13:03:27
Then they began to look over their courses already, and this was a great example here.

[Manuel Velez] 13:03:31
I think what they did, what they did was. they went through the courses and looked for courses that were already using diversity, equity, and anti-racism.

[Manuel Velez] 13:03:40
Ideas in the courses themselves and they didn't have to be, you know, these amazing courses, but anywhere where the courses either touched on a commitment to anti-racism, or what are the courses of the curriculum

[Manuel Velez] 13:03:50
indicated some kind of a focus on diversity or anti-racism.

[Manuel Velez] 13:03:55
Woodland community, College highlighted those particular courses and look at them.

[Manuel Velez] 13:04:00
And ultimately you encourage more courses to do what they were doing, or sent those courses back with more suggestions on how to increase the focus on diversity, equity, and inclusion.

[Manuel Velez] 13:04:12
So, after looking at all of their courses, after identifying the courses that they believed were already doing some good work, they identified some courses from certain areas faculty to consider building, ejected and outcomes to strengthen those courses

[Manuel Velez] 13:04:27
that were already focused on diversity and equity.

[Manuel Velez] 13:04:30
Some of the courses that they looked at were already promoting that diversity in the classroom.

[Manuel Velez] 13:04:35
So wooden Community college. Just simply ask those faculty to expand on that content.

[Manuel Velez] 13:04:40
Specifically, how are they promoting diversity in the classroom?

[Manuel Velez] 13:04:43
And then, finally they notice that their health courses were revised to be more student-friendly in other words.

[Manuel Velez] 13:04:50
The syllabus was changed. The students must do this and must do.

[Manuel Velez] 13:04:53
That was was replaced, and the content was more specifically focused on intersectionality between race, gender age, and so on, and so forth.

[Manuel Velez] 13:05:03
So ultimately, then, what Woodman Community college did was they developed a very organized process, and then use that process to look at how their courses were already doing in regards to diversity, equity and inclusion and what they could do to continue to

[Manuel Velez] 13:05:18
strengthen them overall again. if there's anybody here from woodland Community College.

[Manuel Velez] 13:05:22
I'd love to hear from you to see first of all how that went.

[Manuel Velez] 13:05:25
If you finished the process, and if you're continuing the process you can just add that to the Channel.

[Manuel Velez] 13:05:31
If you'd like meanwhile we can move on to the next slide.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:05:38
Yes, and i'm i'm seeing a question in the chat hopefully.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:05:43
If you are well, I know that if you are on the zoom on your computer, then you can see those

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:05:49
When you open the chat you can see the 3 dots on the far right, and I think that enables you to save the chat.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:05:55
So. Some people are noticing correctly that there's a lot of good common being put in the chat and also we'll try to make sure that we link the Powerpoint and the recording together I would

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:06:07
think. I think we go back and we we link them on the the calendar of of our events, so that if you click on the event you can find it there.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:06:18
But also see if maybe we can try to put it on.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:06:20
The idea resources page of our as triple C website.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:06:27
So, anyway. sorry back to the slide. So here are some results of A.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:06:35
Also Wooden College pilot. that So with art history courses.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:06:40
They were revised to diversify representation and decolonize some of the language.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:06:47
So removing a heavy focus on your European art in a global art history class, adding additional art forms from Africa, Oceania Asia Mesa, America to balance representation, adding more diversity to a contemporary

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:07:05
art course to include black Chicago to kind of ex and feminist art movements and Mexican muralists, and also decolonize some language in the course.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:07:20
Description. right? so So you see the before and after examples of the course description and then the English department also is planning major revisions to their degree, and adding a world literature class to a sequence to the

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:07:40
degree. So you know, I think what this means is that traditionally with the English degree, you have a British literature and an American literature track.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:07:49
And what about adding a world? literature? Sequence?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:07:54
For that degree, and then deactivating quote unquote segregated courses on women's, literature and ethnic voices and revising existing composition and literature courses to explicitly include

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:08:10
diverse authors and perspectives, so just having more of a of an intention to really look for ways to infuse equity throughout all aspects of not just the Cr.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:08:27
You know just the course outline, but also even in the degree. offerings.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:08:34
Okay, So really, some deep, deep work going on here

[Manuel Velez] 13:08:45
And so, yeah, the slide that we have is focused primarily on the oeri initial.

[Manuel Velez] 13:08:53
And again, that's not what we were going to focus on for this particular webinar.

[Manuel Velez] 13:08:58
Our focus was specifically on the models practices and principles, though. let me go over very quickly here, just the oeri toolkit in case you're interested.

[Manuel Velez] 13:09:08
The Oeri toolkit definitely focuses primarily on textbooks and other resources that you would be requesting at your college campus for your courses.

[Manuel Velez] 13:09:17
Primarily, certainly in terms of textbooks, and the Oeri initiative tool.

[Manuel Velez] 13:09:21
Encourages faculty to once again consider the resources that they're using through the lens of our minority students or our students of color, in order to ensure that textbooks are inclusive of those students that it includes

[Manuel Velez] 13:09:35
their particular voices, and that it also again comes out a way that is accessible to the student.

[Manuel Velez] 13:09:42
So 0 cost or open education. Resources are certainly very important here. i'm not going to go over all the slides.

[Manuel Velez] 13:09:49
But I will encourage you to check out the slides on your own again.

[Manuel Velez] 13:09:51
You do have access to this slideshow you'll see how in a lot of ways.

[Manuel Velez] 13:09:57
The way that textbooks are currently written is very much dominated by a white male voice that's why oer becomes important as well.

[Manuel Velez] 13:10:05
We also know that the resources that are provided for students again, are usually more geared towards our male students, and they are towards our female students or our students of color.

[Manuel Velez] 13:10:15
So again, if you are interested in focusing more on how you can make your educational resources more available to students, more equity minded.

[Manuel Velez] 13:10:25
The rest of the slide show does a great job of that I'm gonna ask if we can move all the way over to slide number 20 wanna say, it's 20 and find it here.

[Manuel Velez] 13:10:40
Yeah, hold, we decide 28 Yeah. So and again, this one has to do specifically with Oer.

[Manuel Velez] 13:10:49
But I think it's a great question to Ask in regards to also curriculum models practices and principles is in terms of your discipline Right?

[Manuel Velez] 13:10:58
And again, for me that's an important message here is that much of these conversations have to happen primarily within your discipline, because it's within your discipline that you're going to very much be able to try to

[Manuel Velez] 13:11:07
introduce these concepts of diversity. and equity, so when you're considering things within your discipline, ask yourself what is included in your in your courses, what is missing from your courses, what are the biases that your

[Manuel Velez] 13:11:20
discipline already holds. And how can you address those biases?

[Manuel Velez] 13:11:23
And then are the textbooks that you're providing Are they either offering a more diverse and complex vision of your students experiences, or are they more Eurocentric overly simplified narratives overall somebody Had asked earlier

[Manuel Velez] 13:11:40
about resources, and we do have a link here. I think it's on slide 30.

[Manuel Velez] 13:11:47
That has some excellent resources that you can begin to use.

[Manuel Velez] 13:11:49
So if you are interested in beginning this conversation, or beginning to infuse these equity tools in your courses or at your college, you can use any one of these links to help you begin that conversation. Karen Do you have anything else you wanna

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:12:02
have No, I I don't think so and I think we have some time for some comments or questions.

[Manuel Velez] 13:12:12
Yeah, that participants might want to raise now so let's let's do that.

[Manuel Velez] 13:12:17
Let's open it up if there are any questions I think you could just kind of unmute yourself and ask the question.

[Manuel Velez] 13:12:23
You know what i'd also like is if you are doing anything on your college campus, or in your classroom, that you think is infusing diversity and equity into the classroom.

[Manuel Velez] 13:12:34
Share it with us. that might be a the way for us to learn more and find ways that we can improve our classroom even through this particular webinar.

[Manuel Velez] 13:12:42
So so if you have any questions, or if you have any suggestions, or any ideas of your own, we're more than excited to hear them.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:12:51
Oh, there's a request, I think, from christine to put the resources slide up again. and I wanna acknowledge that Marcus from Mendocino College also shared in the chat little bit about

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:13:03
their experience of using curriculum committee processes and procedures to try to ensure that more elements of idea appear in the course outline of record and acknowledge it that it's challenging but we have had many discussions with

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:13:19
instructor authors during our curriculum meetings to move in this direction.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:13:23
We are all learning how to be equitable and responsive for whenever that's such a important comment that we've made at the end that we are on learning right how to be equitable and responsive with one another.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:13:35
And you know so many of us. you know, have been in some ways.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:13:42
This is it's trying to peel back layers and really worked hard on unpacking the unconsciousness right of the biases and colonialized mindsets that have been embedded in higher education in still by you

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:14:01
know, starting from when we were students. so it's you know It's an exciting time where I think a lot of resources are coming out.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:14:09
There's a lot of articles. I I noticed like a number of professional organizations, are you know, are are exploring these these questions and issues.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:14:21
And so there's a lot to research. I think now. So yeah, see a hand up from is it, Franz Dean?

[Francien Rohrbacher] 13:14:30
Did I say that name correctly? Yes, Francie, from Wendell.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:14:35
Nancy. Thank you. Just 2 things. Number one is

[Francien Rohrbacher] 13:14:39
We have added a resource a dee i a resource to our curriculum committee.

[Francien Rohrbacher] 13:14:45
Her name is Alexandra, and she works with student equity.

[Francien Rohrbacher] 13:14:49
And so when stuff comes through for you know she's part of the review process, and that we found that really helpful. A second comment that I kind of made this in the chat was I love the idea of you you know considering

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:15:02
that the words that we use and and decolonizing our vocabulary in our course, outlines in our syllabi. but also I feel like transparency is also an equitable thing like

[Francien Rohrbacher] 13:15:13
letting students know exactly you know there's no hidden curriculum.

[Francien Rohrbacher] 13:15:16
There's no hidden agenda can we say more about that, like how we do make our expectations clear, but also support that, or balance that out with letting students know that we see them and that we support them and that

[Manuel Velez] 13:15:29
we, you know, want them to be successful. and safe Yeah, most definitely right. And I would say that your syllabus is probably the most important, because in many ways that's the first real interaction that your students get with you as the professor So

[Manuel Velez] 13:15:46
the language that you use in your syllabus is really going to set the tone for that relationship with your student.

[Manuel Velez] 13:15:54
And so pointing out again the deficit language and trying to move away from that discipline.

[Manuel Velez] 13:15:59
Language, I think, is really one of the first things that you can really do to really set that strong environment and that relationship with your students that isn't again punitive, colonial, and authoritative. for sure So again, try to stay and and I tell you I

[Manuel Velez] 13:16:13
think i'm saying it, I keep thinking about my own syllabus, and how much work I need to do with this.

[Manuel Velez] 13:16:18
But try to stay away from thinking. The students will do this, and students are responsible for doing that in one way.

[Manuel Velez] 13:16:25
Referring to our students, and that kind of third person is already very impersonal.

[Manuel Velez] 13:16:29
And again by saying, you must and you're responsible for this we do set a tone that is very much you know we kind of was a punitive.

[Manuel Velez] 13:16:38
Yeah, it's a very kind of punitive tone for the classroom. So I would say, your syllabus is that first step?

[Manuel Velez] 13:16:44
What is your syllabus doing to make a warm and welcoming environment for your students?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:16:49
And in fact, I want to thank you for bringing that up Francine, because I want to add a to that.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:16:54
There's also been more discussion around another term that also would kind of coined within our system by Michelle Pakistani Brock.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:03
I'm gonna put a link to this article and inside higher Ed.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:07
About. Then the something called a liquid syllabus.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:13
So some people here may have heard of it already but it's the idea that that now, with with canvas, you know, with multimedia, the syllabus does not have to be a static text heavy driven document right that you

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:26
can actually, infuse into your syllabus also that kind of warmth the warm demander spirit with you know, Multimedia.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:37
Aspects of your syllabus, including, you know, a short welcome video by yourself, you know.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:43
So this article talks a little bit about some of those aspects of a liquid syllabus.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:49
And of course you know these are. These are things hopefully that department faculty are are interested in exploring together.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:17:56
And again, emphasizing that this is a journey that is being embarked upon, and that you know you can't expect that all aspects of the curriculum and all aspects of you know can be can be

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:18:11
converted super quickly, right but just to be on that journey, and just to support each other in that journey, and to make progress towards de-colonizing and infusing inclusion equity.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:18:26
You know a welcoming tone, you know I think there's a lot of possibilities, and I just want to acknowledge like you know, Marla, in the chat talked about an easy entry point looking for

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:18:36
those ev entry points is also cool think about for example, an easy entry point that Milo brought up is doing a images and clip art inventory and trying to improve representation, using whenever those there's images or so far are used

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:18:53
in, say, your syllabus, or any other content, or documents that are being produced for the course.

[Manuel Velez] 13:18:58
So thanks for sharing that idea too. there's some great comments in the chat, and i'm trying to keep up on my phone.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:19:04
So I I apologize of the screen I like Becka's comments in terms of becka.

[Manuel Velez] 13:19:11
You mentioned that, it's that doesn't seem to be a difference to you.

[Manuel Velez] 13:19:14
I think, is what you're saying between the word punitive and transparent?

[Becca Porter-Miller] 13:19:19
Is that correct, Becka, Is that what you were saying i'm Sorry I don't know.

[Becca Porter-Miller] 13:19:23
Oh, there it is! Oh, wow! I have some old sorry.

[Becca Porter-Miller] 13:19:26
My background. yeah, well, what i'm i'm trying to figure out because I I don't know if I get stuck in my brain.

[Becca Porter-Miller] 13:19:31
But maybe it's because I I teach at Oxford college in the addictive disorder studies program. and so our language and our student body is like different than like the traditional people who are coming.

[Becca Porter-Miller] 13:19:44
In. So we we, I know that my Mentor and myself, and most of our actually our program.

[Becca Porter-Miller] 13:19:53
We have always been really mindful to Not exclude anybody, because we have such a diverse student population, anyway.

[Becca Porter-Miller] 13:20:00
So i'm wondering if maybe i'm just not hearing this as a specific for every program, and it's different.

[Becca Porter-Miller] 13:20:07
And maybe it's just like the universal the way it used to be.

[Becca Porter-Miller] 13:20:12
I know that. how do I say it? So if I have students who I I go through this syllabus with them.

[Becca Porter-Miller] 13:20:21
I have great report my students and I am very clear and direct in my syllabus, so they know exactly what to expect.

[Becca Porter-Miller] 13:20:31
But I don't think that i'm being punitive in that does that make sense?

[Becca Porter-Miller] 13:20:34
So, I guess maybe when I heard you say that it was that I suppose, punitive as opposed to I think we can do both.

[Manuel Velez] 13:20:41
And then that's why I said, maybe semantic so I thought about it a little bit after I said that so one of the things that I would say is that it does also go back to discipline.

[Manuel Velez] 13:20:49
I know that I noticed you mentioned that in your specific discipline.

[Manuel Velez] 13:20:54
You know That's how you write your syllabi give me your discipline once again.

[Becca Porter-Miller] 13:20:57
I so, and and I am not a discipline expert.

[Manuel Velez] 13:21:03
But I have heard that usually when we're, when you deal with people who have addictive disorders, giving them more direct statements, is better than kind of giving them indirect or blurred, or or vague statements, so

[Manuel Velez] 13:21:16
What I would say is that Yes, I think the first thing is always make sure that you're having these conversations with your discipline right?

[Manuel Velez] 13:21:25
So maybe your discipline does have a certain language, or a certain a tone that is that fits the students.

[Becca Porter-Miller] 13:21:31
So I was certainly agree with that. but I also just interrupt you real quick, but I also translate that over into

[Becca Porter-Miller] 13:21:40
I teach undergrad over at California, Lutheran University, and I use the same kind of language with the transparency and the and the clarity and the directness, even though like I said I maybe I just have a

[Becca Porter-Miller] 13:21:52
gift of be doing it without being a punitive. But they respond.

[Manuel Velez] 13:21:56
Well to it, they thank me for. They like it so I guess it's a semantics thing that i'm hearing it's gotta be what it is.

[Manuel Velez] 13:22:04
It could be. The other thing that I would encourage you to do is is, and it sounds like you're already doing some of the becka.

[Manuel Velez] 13:22:08
But really get your students more involved in terms of how they feel about your silly maybe that you might dedicate a class to discussing the syllabi in general.

[Manuel Velez] 13:22:18
So, not saying, Hey, would you think of my syllabus, but discuss Syllabi in general with your students, and try to get their perspective on.

[Manuel Velez] 13:22:24
What a good syllabus might be, Nothing specifically with you better.

[Manuel Velez] 13:22:29
But I know in my case I may think that my syllabus is very clear that my students love me. But if I sat down and spoke with them, maybe they would give me a different perspective.

[Becca Porter-Miller] 13:22:38
Yeah, but that happens. So yeah, I I know what you're saying, Okay, thank you.

[Manuel Velez] 13:22:44
It's are you paying attention to the chat care they use crt and the brain by Hammond as a cortex.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:23:05
And then participants can redesign their course to be more inclusive and equitable, and and their various deliverable.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:23:14
So one deliverable might be, of course, outline of record analysis.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:23:17
Another might be a redesigned syllabus a redesigned assignment. so, and a redesigned riveric and assessment.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:23:25
So it's really wonderful that we're seeing how colleges like East La are really trying to give faculty a lot of support and a community of support.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:23:39
To to do this work right so it's not done in isolation.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:23:44
Because this work is definitely much, you know, much more joyful, right, much more empowering.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:23:53
When we are able to share ideas and encourage each other.

[Manuel Velez] 13:23:56
Yeah, I saw I saw that one I saw from from Nora.

[Manuel Velez] 13:24:00
And I really like that primarily, because that's one of the ways that you can get your institution to commit to this right because it's true that it's a lot of work for us as faculty to do this to

[Manuel Velez] 13:24:09
try to infuse these into our courses. So usually when we have these curriculum redesign institutes, it usually comes with some kind of pay. Right?

[Manuel Velez] 13:24:18
You either get reassigned time for it, or you might even get a little bit of money for it.

[Manuel Velez] 13:24:23
So that for me is always good, because that shows that you're administration is willing to put in the funds to pay you for the work that you're doing, because it's definitely work right infusing dei into our courses and changing our

[Manuel Velez] 13:24:34
curriculum. it's a lot, of work and so things like curriculum redesigned institutes allow our administration to put the money with them out.

[Manuel Velez] 13:24:44
This, so to speak, and and show that they support these efforts definitely.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:24:47
Yeah, So the chat really is a wealth of information as Well, with others chiming in about similar programs they're doing, and also even the funding to yes, pay faculty who participate a stipend.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:25:02
So Jeffrey, hernandez mentioned that it's coming out of guided pathways funding

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:25:07
So yeah, it's great that your colleges are really leveraging the different funding sources streams to be able to support this work.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:25:17
So guided pathways Seems like an excellent source. you know any student equity funding?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:25:25
Yeah. Santa Barbara City College, Roosevelt posted offers offered an online culturally responsiveness training this past summer, which included the liquid syllabus Wow!

[Manuel Velez] 13:25:37
This is great. I in one sense we just got to kind of gather all this and continue to share it with everybody.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:25:46
And Dwayne sharing Scc. what would that be?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:25:51
Santa Stanic? No, I mean. What What college would that be?

[Manuel Velez] 13:25:58
Criminal City College. New program, review, template. Oh, and thanks for sharing that a template with decent guiding questions in the reflection. questions that the program reviews are then read and discussion is held to have

[Manuel Velez] 13:26:14
departments go a little deeper with their answers Oh, very cool. i'm gonna click on that link, Thank you and and it's asked a lot of what you all are doing. is is really what we are hoping right So the

[Manuel Velez] 13:26:25
toolkit. This this will get that we developed the cultural humility toolkit.

[Manuel Velez] 13:26:30
A lot of them really are just ways for you to begin to have these conversations at your college kind of ways to gauge where you are in terms of your Dei.

[Manuel Velez] 13:26:39
Effort. So, looking back at our at the toolkit here, where have that conversation at your college campus?

[Manuel Velez] 13:26:44
Where do you fit within those 4 categories? and how can you work to move more to the right of those categories?

[Manuel Velez] 13:26:50
And it sounds like that's what a lot of you are already doing so. excellent work, and and i'm glad that you're sharing so that we can kind of share this with everybody else, as well.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:26:58
Oh, I see, Jeffrey has his hand up. who does to Marcus on involving his students and developing the course at the onset, and even having giving them input on how many exams could submission of work late work policy

[Manuel Velez] 13:27:13
examples, etc., so want to. it has a comment.

[Manuel Velez] 13:27:16
But I want to ask Marcus. So, Marcus, were you surprised at your students? input?

[Manuel Velez] 13:27:23
Did your students? input Was it different from you you expected, or was it pretty in line with what you were thinking?

[Manuel Velez] 13:27:26
They wanted

[Marcus Frederickson] 13:27:32
Can. Can you hear me? The students hold high expectations, and I found that to be encouraging and surprising.

[Manuel Velez] 13:27:44
So. So, for instance, like you know, do you want less exams or more exams?

[Marcus Frederickson] 13:27:49
Great. They opted for more, you know, quizzes.

[Marcus Frederickson] 13:27:55
They they would prefer if they could do them in class and online, even though it's not an online force. they also enjoy the opportunity to turn it working in person, or upload it, even though it's a face to face course so I realized a

[Marcus Frederickson] 13:28:11
quickly way to involve them was setting up the course without trying to bring in specific cultural examples, and and in doing so it immediately brought the students into the course that they took ownership.

[Manuel Velez] 13:28:25
Of the course and Now, they're sharing their examples that's awesome, that's awesome, and I like how you put that right in some ways just by giving the students the space to be able to share they brought

[Manuel Velez] 13:28:36
in their examples, and they made it their their space ultimately excellent.

[Manuel Velez] 13:28:40
Marcus. other comments I see all kinds of comments happening in the chat. i'm trying to follow on my phone here.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:28:49
Well, we wanna also come back to jeffrey Oh, yeah, just go ahead, Jeffreyvery, very quickly for

[Jeffrey Hernandez] 13:28:56
Anybody who doesn't know the guide path the new guide pathway funding. they came out specifically allows for the sort of stipend for cultural ethnic comments. you know.

[Jeffrey Hernandez] 13:29:06
So it's Obviously, requires more than that even the funding to to to set up something we can can come from that kind of pathway funding.

[Jeffrey Hernandez] 13:29:14
So it's really point to you You know have that conversation take place on your local campuses.

[Jeffrey Hernandez] 13:29:21
I was, I had a question about quick models of quickly committees and like I i'm wondering.

[Jeffrey Hernandez] 13:29:29
Is that like extra workload for the Quickly Committees, and how we manage that?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:29:33
Hmm. that's a great question. any curriculum committee chairs here, or people want to talk about their experiences with the current curriculum committee i'm the part time faculty representative on the

[Leland Paxton] 13:29:48
quicker committee for officials, College and there's a lot of resistance for implementing this because of the a lot more work.

[Leland Paxton] 13:30:00
We're we had so much work during covid for all trying to put anything online.

[Leland Paxton] 13:30:07
It's like Oh, God, now, we have all this so there's a lot of resistance in it also from the discipline's resistance, and that if we're mandating this this is gonna be interfering

[Leland Paxton] 13:30:21
with academic freedom that we're telling people how to do the work. So that's why we're like trying to not put it on the committee, but put it on the departments and the divisions that they need to work that

[Leland Paxton] 13:30:34
out like you, said discipline based and then come back to the committee because of It's driven by the committee.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:30:40
There's a lot of resistance hmm to circle back on the syllabus.

[Leland Paxton] 13:30:46
What I do, as far as responsibility is I put my responsibility on there also, so that it's not just what you need to do, what you need to do, what you need to do.

[Leland Paxton] 13:30:56
It's like what I am going to be doing because I believe learning to share responsibility.

[Leland Paxton] 13:31:00
So by having its not just pedagogy other oppressed that i'm saying, what do I need to do?

[Leland Paxton] 13:31:08
And if i'm not doing my part, then then it's not gonna happen also a shared responsibility with one another, because I do a lot of peer instruction, So if they're not doing their part by just coming to class to be able

[Leland Paxton] 13:31:21
to share with one another. then we're not all gonna learn and the other thing as far as things we I think that there's often it's built to internal structural thing that compliance equals learning and it

[Leland Paxton] 13:31:37
Doesn't mistakes is much more important to often in large than compliance, and so much of the it's like academic Bolivia.

[Leland Paxton] 13:31:50
You binge on some stuff and you regurgitate it on a scantron, and there's no nerve nutrition.

[Manuel Velez] 13:31:58
There's no learning in that definitely just the that's just a wealth of information that you just gave but your app.

[Manuel Velez] 13:32:08
I think you're absolutely right in in some of the things that you said i'm losing my train of thought here.

[Manuel Velez] 13:32:14
But to go back to the first thing that you said in terms of the discipline. and you're right, right, and whenever I have these conversations, academic freedom always comes into question, and and you have the professors to say well, I don't

[Manuel Velez] 13:32:25
want to bring these these things up in my classroom or you know I don't I shouldn't be forced to bring these up in my classroom?

[Manuel Velez] 13:32:33
And my answer to that is goes to what I said well right we this isn't new right?

[Manuel Velez] 13:32:38
We've asking professors to infuse anti racism or equity into their classrooms is not something new.

[Manuel Velez] 13:32:44
We've done it before with career game pathways we've asked faculty to infuse a career of focuses on their classrooms as well.

[Manuel Velez] 13:32:53
Right and academic freedom for me again. the differences between let's say academic freedom and curriculum is that academic freedom is what you do in the classroom.

[Manuel Velez] 13:33:01
But you can't just teach anything in the classroom right your course outline of record dictates what you teach in the classroom, and that is your collective faculty's responsibility.

[Manuel Velez] 13:33:10
So you as the individual faculty don't have the right to decide what's taught in the classroom.

[Manuel Velez] 13:33:15
But your collective discipline does and that's where you need to have the conversations with everybody in your discipline, in order to ensure that your curriculum, first of all, is faculty driven secondly, discipline driven which

[Manuel Velez] 13:33:27
is important, all right, but most importantly, that it still allows the faculty member of the freedom to teach it in the way they want to.

[Manuel Velez] 13:33:33
In the classroom, which is what academic freedom winds up becoming.

[Manuel Velez] 13:33:40
Do you have any of the continents Here any other it's 1, 33, ?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:33:44
Yeah, hand. and I But I did wanna just gently, quickly jump in to say, that. Yeah, you know another idea that I did hear.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:33:53
I believe it was from Rebly College. that the curriculum committee decided to add a little section in the Cor about asking the initiators to 3, you know to describe.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:34:07
You know, what ways did they feel? They had infused equity into the Cr.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:34:12
So, asking the initiators to be a little more conscious of it, and to try to, you know, explain it.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:34:19
Maybe that is one way, you know, towards making it seem not so onerous, you know, on the curriculum committee.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:34:26
But I I Wanna acknowledge that Roosevelt, and also Kathleen O'connor, both have their hands up.

[rosabeth dorfhuber] 13:34:38
Elizabeth hi So on the syllabus, the liquid syllabus, the equitized syllabus.

[rosabeth dorfhuber] 13:34:45
I did this training in the summer that you already spoke about, that I put in the chat one of the things that I learned from the Ally Retreat Conference.

[rosabeth dorfhuber] 13:34:57
I went to in May is to give students more agency into what is actually happening in the classroom, and I thought it was genius to not finalize my syllabus until I meet with the students as far as Yes, this is

[rosabeth dorfhuber] 13:35:16
what's required. Yes, these are our assignments however, the point value associated with the assignments.

[rosabeth dorfhuber] 13:35:23
Let's say there's a 100 points how would they like it to be divided up, and this was such a pause.

[rosabeth dorfhuber] 13:35:31
First of all this students were flabbergasted.

[rosabeth dorfhuber] 13:35:33
They had no clue that someone would even bother to ask their opinion.

[rosabeth dorfhuber] 13:35:38
Second of all, they just felt like this whole sense of group connectedness and relief that someone asked their opinion.

[rosabeth dorfhuber] 13:35:46
And the way I approached it is, we have these amounts that go to assignments.

[rosabeth dorfhuber] 13:35:52
These are the assignments here's when they're kind of do a little bit flexibility here and there.

[rosabeth dorfhuber] 13:35:58
But this is when they're due. what makes the most sense, and I was blown away with how they did it.

[rosabeth dorfhuber] 13:36:05
It was better than anything I could have come up with on my own.

[rosabeth dorfhuber] 13:36:06
But each assignment is a little bit more equally weighted those in the beginning, like if there's something that's a beginning.

[rosabeth dorfhuber] 13:36:13
And then at the end where we have to analyze of course the ending has a little more points. But this was a very, very positive, successful way to approach the syllabus and that set the tone for the whole semester it's more of a

[rosabeth dorfhuber] 13:36:27
collaborative effort. Then i'm dictating what's going to happen in the class.

[Manuel Velez] 13:36:33
Yeah, that's awesome. These are some great ideas here and definitely I think what i'm hearing.

[Manuel Velez] 13:36:38
That's the common theme is Get your students to participate in the development of that syllabus.

[Manuel Velez] 13:36:42
So again, a liquid syllabus is a great idea here. somebody, I think, in the chat had said, Have your students write an attendum to the syllabus?

[Manuel Velez] 13:36:50
I think, is also a great idea, and and the example that you just gave right. Have the students actively participate?

[Manuel Velez] 13:36:56
Yeah, don't come in with the complete syllabus come in with a working cylinders again. that liquid syllabus idea. so definitely, I think what we're hearing in common is get the students in let the students

[Manuel Velez] 13:37:08
help out in the creation of the course on the syllabus.

[Manuel Velez] 13:37:11
Did we have another hand raised

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:37:17
You Kathleen o'connor

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:37:25
Not sure she's kind of unmute but Kathleen.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:37:30
Let us know, you know. feel free to just to mute yourself and speak.

[Kathleen OConnor] 13:37:33
I'm not sure if you're so okay sorry I I got to unmute there.

[Kathleen OConnor] 13:37:38
Sorry I'm I'm. on our curriculum committee, and have been for years and doing a lot of the Distance Education Review.

[Kathleen OConnor] 13:37:48
When Covid hit. we revamp our denda.

[Kathleen OConnor] 13:37:52
Immediately. All of our classes had to go through training in equity and Dei concepts, and we added a question that has 3 parts to it for our de agenda in Covid.

[Kathleen OConnor] 13:38:05
So every course, it was not already approved to be online had to add the the the de and accessibility questions to the to their courses before we would approve them to go online for fall of 20 in our curriculum committee

[Kathleen OConnor] 13:38:22
this year we've been talking about, adding those dei questions to the regular review process for all courses regardless of you know their mode of delivery, and I think we're all in favor of it we really

[Kathleen OConnor] 13:38:38
haven't add any resistance the biggest problem that we found is what someone mentioned.

[Kathleen OConnor] 13:38:45
It's the workload issue so we're now adding additional review.

[Kathleen OConnor] 13:38:50
We're trying to find additional people to help us do the de review as well as some of the equity review.

[Kathleen OConnor] 13:38:57
And I think that's the biggest stumbling block we have is just the time it's going to take to.

[Kathleen OConnor] 13:39:03
Then not only do the training for everybody, but do the review of those questions, but it worked really well for the the distance ed emergency agenda that we did, and and everybody was great.

[Kathleen OConnor] 13:39:14
They did the the online training that we provided, and they answered their questions and they did a great job.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:39:22
So i'm i'm hopeful yeah thank you kathy for sharing that, and and I think as a follow up with that.

[Leland Paxton] 13:39:31
Is that we have to work with the unions But when we do review of faculty Is that part of our question?

[Kathleen OConnor] 13:39:39
Well, and it's it's now required to be part of our evaluation process.

[Leland Paxton] 13:39:45
So we have resolutions that have already. sort of added that but it hasn't gone through the unions and been approved, and it's not activated. No, but at least it's out there that we know that we

[Kathleen OConnor] 13:39:59
want to pursue this, and I think it's going to be part of our negotiations, and part of our work with our Faculty Association, will be infusing this.

[Kathleen OConnor] 13:40:10
We already did a training this year that included the Dei and accessibility issue into our evaluation process.

[Leland Paxton] 13:40:19
So I think it's probably going to move along fairly smoothly, and I hope it's dei a that accessibility is not lost in this conversation.

[Kathleen OConnor] 13:40:33
That no I keep mentioning accessibility because That's been something we've been adamant about from for the last 20 years.

[Kathleen OConnor] 13:40:36
We've been having this as part of our

[Kathleen OConnor] 13:40:42
All this time. So we don't.

[Manuel Velez] 13:40:44
We're not gonna lose sight of it. we have lori Vasquez here on our campus, and she is the best, and she will never let us forget accessibility and we haven't so yes, and and accessibility.

[Manuel Velez] 13:40:55
Is definitely a part of our focus as well. in in the A triple, c.

[Manuel Velez] 13:40:59
We use the acronym idea idea has 2 a's and anti-racism and accessibility are both the part of that so definitely a good job shouting out that accessibility.

[Manuel Velez] 13:41:15
Is definitely a part of this conversation. So it is 1 40 we do still have some time.

[Manuel Velez] 13:41:19
If there are any other comments or any other questions on the chat, we have said some amazing suggestions.

[Manuel Velez] 13:41:28
I think there's some amazing work that's going process state of California.

[Manuel Velez] 13:41:33
Thank you so much, everybody, for sharing with us one question that I want to ask, and i'm hearing a lot about.

[Manuel Velez] 13:41:38
There seems to be a lot of support for these movements that are going on, at least at most of your colleges, though I did hear, I think, from Leland, that sometimes faculty can be a little bit resistance to these efforts how about that question

[Manuel Velez] 13:41:50
Where is the support at your college? Do you find support for these efforts among your faculty, or is there resistance among your faculty?

[Manuel Velez] 13:41:58
And do you find support for these efforts among your administration?

[Manuel Velez] 13:42:01
Or is there resistance there? anybody want to share with us?

[Leland Paxton] 13:42:06
The President at Arnold College is Amazing and she's really driving this conversation.

[Leland Paxton] 13:42:16
And then the Vpi, the VPN of instruction is great.

[Leland Paxton] 13:42:18
On this. it's faculty. and a lot of it is that Loreina Standards question and just the need like, Why do we need to do this like?

[Leland Paxton] 13:42:30
Does, you know, colonialize or client? Does that really make that big difference?

[Leland Paxton] 13:42:35
People. Yeah, is questions like that. it's like come on you know like people will say, like, Well, you need to change office hours to student hours and people just find that just you know it's like I have i'm on 4 committees i'm doing

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:42:51
all this work. i'm teaching full time I have kids It's like really, you know, today the for them it just feel important.

[Leland Paxton] 13:42:59
It doesn't feel like it should be a priority there's not seen the need.

[Leland Paxton] 13:43:08
But this is like that. you you know because the people who aren't There you don't see.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:43:13
Well, I think that's the problem it's like like Well, we're not welcoming all these people.

[Leland Paxton] 13:43:18
They're not here, or you know the parking lot's full, and then it's not full.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:43:25
So we don't see those people you know it's like it's hard to argue, my absence, Leeland.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:43:34
I think you're bringing up the point that a related thing is You know that an important related project is we have a lot more data.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:43:41
Now right on student success. and we have tools now to to dig into that data, to look at student success in disciplines and departments in individual courses.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:43:52
Right so. And then, if we're really talking about being student centered and being serious about being student centered, then is that data supporting?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:44:03
I guess you know some factories or other you know some people's notions that students are already adequately supported right?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:44:11
It's the data supporting that and if not then it seems like these efforts are worth making.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:44:18
Between the Ohio oer is that all?

[Leland Paxton] 13:44:24
We are often will give a textbook, but they're not providing all the other collateral materials.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:44:29
And professors are like going okay? Well, I don't from Pearson I'm.

[Leland Paxton] 13:44:33
Getting the textbook and lesson plans and 10 and everything else.

[Leland Paxton] 13:44:39
So I wanna stay with a Pearson textbook, or whoever it is, you know.

[Leland Paxton] 13:44:44
So they're looking at things like that we're like going I'm not getting all all that support with oer.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:44:54
Yeah. The vetting, of course, is much different between a edited published textbook by respected person and a oar textbook.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:45:05
There are 2 hands up that I wanna also acknowledge.

[Letitia Senechal, MJC] 13:45:08
Latitia first, and then ronald yes I'm Patricia I'm.

[Letitia Senechal, MJC] 13:45:13
The articulation officer at modesto junior college and to this question I think it's a very deep question, and as an articulation officer I've got my hands in Cbo Cpl.

[Letitia Senechal, MJC] 13:45:22
Ab. 928 Ab. 1111, all sorts of initiatives.

[Letitia Senechal, MJC] 13:45:28
And I think one of the things that i'm starting to feel about the work that we do is a community community college as an Ao.

[Letitia Senechal, MJC] 13:45:33
We see how the different segments work we as a segment are really really heavily regulated in such a way that you know I don't know that our discipline faculty in general are really on boarded that Well, with

[Letitia Senechal, MJC] 13:45:47
all the different constraints and standards and guidelines.

[Letitia Senechal, MJC] 13:45:51
So I sort of find myself always asking in the work that I do on my campus how how some of us in our positions can recognize ourselves as faculty educators and has set our faculty up to succeed.

[Letitia Senechal, MJC] 13:46:03
I know on my campus. Our curriculum process is very reactionary.

[Letitia Senechal, MJC] 13:46:07
We have to review things at the end we don't have a culture of collaborative curriculum development, including all sorts of different perspectives at the ground floor, as opposed to things getting up to the curriculum level so

[Letitia Senechal, MJC] 13:46:17
I sort of see that the challenge is inherent in this question about getting faculty meaningfully engaged is because everything seems to come at them, at least on my campus as some big regulatory initiative.

[Letitia Senechal, MJC] 13:46:29
Where they're already so struggling to keep up with the ones that we're still trying to to effectively implement.

[Letitia Senechal, MJC] 13:46:36
So I think it may be because of the way we're structured in design and regulated.

[Letitia Senechal, MJC] 13:46:40
We might want to explore other models of curriculum development that are more cross-disciplinary at the beginning levels of the process.

[Letitia Senechal, MJC] 13:46:49
To get this kind of perspective that's all I have to offer

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:46:57
Thank you, Letitia. yeah, that right the sort of like what's the culture? right of developing curriculum?

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:47:07
And how do we address that? To To make that more inclusive and participatory as well?

[Letitia Senechal, MJC] 13:47:15
Ronald. Exactly that was kind of my point so we're we're dealing with some similar challenges.

[Ronald Slabbinck] 13:47:24
One. what is what are all these? You know these little things by, you know, changing pronouns in in the in your syllabus like, what is that?

[Ronald Slabbinck] 13:47:32
And a colleague in my myself we're leading a workshop at the beginning of the semester on heck, and we were using the advertising year first a handout as as a model, because we are all

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:47:45
at different stages and so we're not all living in the same place, and and get what what we communicated was.

[Ronald Slabbinck] 13:47:54
It's the aggregate of all these small little pushes that my combined are going to make a difference in the culture.

[Ronald Slabbinck] 13:48:02
When every student starts to see this language, every one of their syllab, every syllabus, when they opened up for a class basket that that changes the lens through which the student is viewing is doing the whole institution

[Ronald Slabbinck] 13:48:15
and and if we are seeing similar, resistance one because the like the the faculty are some faculty are hesitant, because it's like that's a that's intruding on how I design my

[Ronald Slabbinck] 13:48:31
curriculum. How I build my content and but it's it's it's not going anywhere like this.

[Ronald Slabbinck] 13:48:36
This work is is a it's not it's we're nowhere near finished, and it's never going to end.

[Ronald Slabbinck] 13:48:42
This is this is an ongoing lifelong process of and seeing guided pathways.

[Ronald Slabbinck] 13:48:47
It's in accc resolutions at the Chancellor's office, and we also have a a history of talking, but not doing a fear of overreach from admin.

[Ronald Slabbinck] 13:48:57
So this seems like something being led from outside the institution and so there's the you know, that's I think one.

[Ronald Slabbinck] 13:49:05
I just want to validate I I can't remember who was who alleland I think was sharing. I want to validate that that we are sharing some of those similar just resistance.

[Ronald Slabbinck] 13:49:17
Push back. but that you know we have a we have a diversity committee that's working real hard to.

[Ronald Slabbinck] 13:49:22
We have a try chair setup with our Diversity Committee.

[Ronald Slabbinck] 13:49:25
I sit on it as a faculty representative past center president.

[Ronald Slabbinck] 13:49:32
We have our member of of Asm classified. and then we also have an administrator. And so we all can kind of bring issues from those worlds into the Diversity committee, and then we strategize how can we how can we

[Ronald Slabbinck] 13:49:44
build build the connections between all 3 of those areas so that we see that we're supporting our students.

[Ronald Slabbinck] 13:49:49
And we're also supporting the rest of the community at the same time.

[Manuel Velez] 13:49:53
And so I guess the more buy-in from the more areas on campus, the better chance we have of moving some of this work forward and in dispelling some of those concerns and nerves that surrounded so great comments, you

[Manuel Velez] 13:50:09
you all should have been the panelists on this on this webinar, at the beginning.

[Manuel Velez] 13:50:14
First of all right, that for for me it may seem so trivial to put my pronouns on my syllabus.

[Manuel Velez] 13:50:20
But for the students it could be a profound thing for them to see it, and it's especially if they start to see it in all their classes.

[Manuel Velez] 13:50:25
I love that comment. Part of it is about normalizing anti- anti-racism on your campus right?

[Manuel Velez] 13:50:33
It's not about it's not about 100% buy in It's not like every single faculty member has to be gunco for diversity and equity.

[Manuel Velez] 13:50:40
You just have to normalize that environment on the campus as you said, so that the students are used to seeing you know themselves in their syllabus, and it's just a part of the environment not something that's kind of

[Manuel Velez] 13:50:51
debated and discussed. I think that was an excellent point that you made definitely.

[Manuel Velez] 13:50:56
You know the other thing that i'll point out in terms of also with what Lean had also said, that you know you are gonna get faculty resistance.

[Manuel Velez] 13:51:03
But sometimes it isn't just a faculty and you know Leland.

[Manuel Velez] 13:51:08
I'm sure you're curriculum committee wasn't like this.

[Manuel Velez] 13:51:09
But I know an example, and I won't mention the college specifically. but I know an example where a particular discipline in one of our community colleges spent the entire year redeveloping their course outline of records from their courses

[Manuel Velez] 13:51:21
to infuse more anti-racism and equity ideals into it, and then had to fight with the Curriculum Committee, who kept rejecting it.

[Manuel Velez] 13:51:29
And so at that point the Curriculum Committee seemed to be the most the largest barrier against the the disciplines attempt that trying to infuse anti racism.

[Manuel Velez] 13:51:40
But again, I think it goes back to to the other comment, Right?

[Manuel Velez] 13:51:43
We want to create environments, not where everybody is. 100% gun.

[Manuel Velez] 13:51:48
Oh, for anti racism, but where we normalize anti-racism and equity and diversity and inclusion were those things that will become a normal part of our definitely it's 1 51 So i'll say if there are

[Manuel Velez] 13:52:02
any other last comments or questions that anybody wants to share before we start to wind it down.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:52:16
Like the chat Transcript, and also try to download the the webinar Transcript.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:52:23
But please. if you have any difficulties with that Well, with the link, you know, we usually try to post it with the actual event.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:52:32
Page on the events calendar, but I think I feel like the level of interest, for this may merit

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:52:40
A request on my part to try to put it on the idea resources, page of as triple, c.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:52:46
And also with the link to, you know, with getting the chat Transcript and things like that.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:52:54
Please please direct any request for that to info at as triple c.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:52:59
Org. I'll put it in the chat because that also helps us as an organization to track the level of interest in this particular topic, and in the information that was shared in this webinar and you know it's just good for us

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:53:13
to hear from you about your interest in that, and so we could try to make all those things available directly to you through a query to that.

[Manuel Velez] 13:53:24
Yeah, this this chat here is just a wealth of information.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:53:31
Why not? So I think the chat is even more is more beneficial than than even our slides shown.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:53:39
So make sure you, because there's some amazing links Yes, Margaret at La Peers college Senate has worked with the Administration, for in I s a position for an idea initiative specialist to support and may

[Jeffrey Hernandez] 13:54:05
manage idea Project deliverables, I mean, wow, and that position is currently being advertised internally, yet i'm not sure what is a stand for but but they have instructor special assignment to the assignment

[Manuel Velez] 13:54:38
Definitely sure, alright, and any last comments anything else before we start to to wind it down.

[Becca Porter-Miller] 13:54:44
Thank you. Thank you everybody. Everybody who's here in participating and contributed and just listening and hopefully taking inspiration ideas back to your own campuses as well, and those of you who are doing This work.

[Manuel Velez] 13:55:01
Already feel super validated in the in the great work that you're doing absolutely and thank you so much for all of your work for everything that you do not just for today.

[Manuel Velez] 13:55:11
But everything that you've been doing, all year for diversity anti-racism and equity.

[Karen Chow, ASCCC Area B Rep (she/her/hers)] 13:55:16
It really is impressive. Thank you so much. everybody alright, rest of the week and day. Okay, chat everybody.