 All right welcome everyone to CCC OER's final webinar of the 2021 academic year and we're really excited about this one models for transforming classrooms to be equitable and anti-racist and of course using open educational resources and open pedagogy and we have some wonderful speakers with us today to tell us about the work that they're doing at their colleges and within their systems. Next slide please. So we're going to do introductions of our speakers in a quick overview in just a minute but just to let you know up front we have three project teams who are speaking with us today. One is an environmental science course with the support of the library at Roxbury Community College just outside of Boston, Massachusetts. The second project team is a biology course transformation that was done under the Oregon Equity and Open Education program and our third team is an introduction to business class that was transformed through the open for anti-racism program which is out of California and then at the end we'll tell you a little bit about some summer activities that are available since this is our last webinar of the academic year. Next slide please. All right now it is my pleasure to introduce our speakers and let them say hello to you and I'm going to start with Deborah Crumpton who is a professor of business and business technology at Sacramento City College in California. Good afternoon everybody glad to be here. Thank you Deborah and next up is Dr. Jalal Guyam Gommi. Thank you for correcting me Jalal. He's environmental science professor there at Roxbury Community College and he also is instructional technology. Welcome everyone good to be here. Thank you Jalal and next up we have Michelle Huss who is a biology faculty at Portland Community College. Hi thank you for having me. Thanks Michelle and next up is Jen Claudini. She's faculty librarian at the Portland Community College and she is the project lead for the Equity and Open Education program in Oregon. Hello everybody I'm glad to be here. Thanks Jen and next up is Joy Schumate who is the director of online learning at College of the Canyons. She's also the course facilitator and developer for the open for anti-racism course. Hi everyone pleasure to be with you all today. Thank you Joy and I also wanted to introduce my colleague Ted Intara Bumrun who is the coordinator of library services at Roxbury Community College. He's also my co-moderator today. Okay good afternoon everyone. I'm glad to participate in these sessions. Yeah and Ted is also on our executive council as part of our professional development committee. So wonderful. Next slide please Liz. All right for those of you who are new to CCC OER there might be some of you out there. We've been doing this work since 2007 so we work with community colleges to expand awareness and access to high quality OER and we do a lot of professional development which is what these webinars and opportunity to hear from your peers and from other experts in the field. We also work on OER leadership programs and at the heart of this is improving student equity and success. Next slide please and here's our members and so we're excited to have members in 34 U.S. states and in one Canadian state up in Alberta although we also work with college systems throughout Canada through our open education global parent organization. Next slide please. All right we are just about to get to these amazing speakers but I just wanted to talk to you a little bit about we're talking about transforming our courses to be equitable and anti-racist through the use of open educational practices and for those of you who might be a little bit new to some of this there's a lot of acronyms and you know kind of terms that you will hear and each of our speakers will speak you know uniquely to what they do but it's really about using open educational resources to lower barriers using what we call open pedagogy and I know that people will kind of you know unpack that a little bit it's really about student-centered teaching you'll hear expressions like renewable assignments and what does that mean in as an open educational practice students coming in as co-creators of knowledge in the classroom and really about active contextual and collaborative learning so those are kind of the broad parameters and you're going to hear some wonderful examples today of faculty who are doing that work with the support of their libraries their and their systems programs. So next slide and now we are going to turn this over to Ted and Jalal to tell us about the work at Roxbury Community College. Okay good afternoon everyone I'm Ted again I'm a librarian at Roxbury Community College today I want to share experiences of open educational practices with my colleague Jalal who is a professor of environmental science and and very kind of exciting to share our unique collaboration between librarian and faculty members who use open educations to support our students and reduce equity I mean to help me improve our equity and reduce antilisms in like high small college in Massachusetts. I think of you might recognize our Roxbury Community College we established our RCC or critic colleges since in 1974 1974. Majorities of our students is they were we have students by ever let age around 32 years old and then they came from different ethnic groups okay and then we majority is the female the genders and 30 male and most of them come like African-American around 55 percent and then Hispanic around 7 percent and Cape Radian 3 percent and Asian 2 percent and and students who have more than two races about 2 percent and then our students come from more than 30 countries with different origins and in linguistic diversities and most of our students very poor by average and then they didn't hardly to get support from their family so it's mean that 79 percent of RCC student have EFC of zeroes okay they had to depend on the programs programs 75 percent and then the average appeal program award about third around three thousand dollars and then RCC student does not participate in any federal student on the loan program and then however our student our college is kind of affordable so and then OER is very important for us to reduce the cost of the textbooks and then our team we formed a team they call OER tax force to kind of put this kind project up for to reduce our student to x improve our student activity I mean equity and reduce entitlements and then librarian and being the professional staff and faculty member here try to create like OER platform for our student and create the lip guide to for access and train provide the training and at the same time to I mean motivate our faculty member to use OER people wide stipends our stakeholder support about OER and in the same time we try to generate like a nurturing and then kind of peer to peer peer to peer health assistant we create the OER ambassadors we selected the faculty member like a hero in OER to come in and then try and from each department like a stem or humanities or liberal arts to encourage console I mean kind of console person for for new OER I mean person and the same time as a librarian or library staff we provide kind of platform to do like a correct information gathering information and then for example now we mean pandemic generates like an opportunity for us I mean and then we create like a RCC COVID-19 history projects in the same time we have like a last year we have like a back life matter we collect the black men speak voices in Massachusetts and then keep it in our archive and this is a project for us if you're interested you just use your iPhone and scan our QR code you're going to see our project in more details and the same thing like a black men speak yeah we I would be have the archive platform to collect the video or picture of black men speak and the same time we have the COVID-19 history project we interview or in in in college our student or faculty member and staff to share their experiences about COVID experience we keep that and this is kind of project for us and now we have OER or open open educations and next step we're gonna do like a open pedagogies we're gonna engage our student to participate their learning materials and then they like a support their interest and use appropriate for their level and their interest and then I use I got I mean get the idea from Rajiv and Robinson about the components of open pedagogy such as like communities learn a different education access and public context and now I'm gonna ask Jarrah to share his open education or open pedagogy with you so good afternoon everyone I try to be informal in presentations to bring you to the conversation so feel free to put your questions into the chat I am not going to ignore them but I'm going to answer them at the end I would like to change one word because of our population that I teach are mostly elderly a word has to change and what is that word that we have to change in our you in our conversation today does anybody have any idea what word has to change since the since we are not teaching children we are teaching adult so peda means peda means children gaoji means directing I am not directing any children I am teaching all adults so this is andra gaoji and it's not open pedagogy so I just wanted to make that distinction because when I am teaching my population my students I am not directing them in their life they are in my class because they want to learn something useful so they can use it for their future so it's already very much defined environment what I am going to do today I'm going to talk to you about four major items and one of them we are going to divide it to two sections first I'm going to talk how it is how it is my luck to have somebody like Ted in our in our school to help me to teach better that's library and you basically that's to create to create friendship with your librarian is the best thing you can do in any college put the politics aside meet the person eye to eye and tell them you need them and they have done that and they have benefited from it the second item that I will go to is the course design I don't design my course to to teach people I design my course to learn together so keep that in mind I am learning from my students as I am going along they are learning from me as we are going along so that brings some kind of excitement now they are trying to teach me instead of I teaching them and they are not down there I'm not talking from the higher position down to them we are talking face to face eye to eye at the same level whatever you want to use I I don't mind whichever the vocabulary you want to use I stay together with my students as a team we try to do research in environmental sciences and we try to make a teammates our students our teammates instead of members of a class next slide please head next slide so this is library website in the library website we have a very rich in a set of information something under research help under research help you will find research guide to have a research guide next slide please to have a next research guide you have to create a partnership you have to give your course to a librarian and let your librarian guide you what you need I can't have Ted to teach everything in my course I am going to have him to help me with something called term paper so term paper is is an assignment we are doing I go to Ted few months ahead of time tell him what I want to do what I want my students learn and give him a topic we have changed this topic few times last thing we did was using algae which is an environmental up environmental topic using algae for energy for food and in pharmaceutical and if you want to know why we are doing this because I want students to learn what comes from environment believe it or not some of our students your students even may believe that egg comes from supermarket egg doesn't come from supermarket egg comes from farm egg needs a chicken to have egg so we want to teach them the basics what is it being used how it is going to how is it going to affect their life so doing that we create a research guide in research guide we have articles books videos other resources so we are providing open sources for our students to write a term paper and within those we also introduce them to the books next slide please so these are two books that Ted and I identified that was related to my course so keep in mind we are providing them resources to do a research paper but they have to do research they have to know what research is and how to conduct research next slide please where do they find it in any course you start with the syllabus right you start telling them what is it that they are going to do and the first item I teach or share with my students is time management let me tell you that I also wear few other hats in my college I am a coordinator of instructional technology I act as a instructional technologist I also add as advisor to our faculty to design their courses so I have few hats to wear that's why when I am talking about syllabus I am not just talking to my students I am also talking to my colleagues we talk about time management and all of you know covid brought us to computers and computers brought us to time management and defining our roles while we were in our houses we had to define our roles as a teacher professor household manager and father and mother so we want to make sure that in our syllabus we clearly state our expectation what is the research paper and make sure that we know certain milestones and we want to make sure that they know why they are doing the research and how topics within their research are connected and how much of open resources they can use to bring together so they are building a thematic knowledge they start from the beginning and they move forward at some point they need assessment and I would like to tell you that I am a fan of formative assessments than summative assessment summative assessments are usually scary for students they'll get a grade they'll see ph n's they'll pass a course or not pass a course formative assessments are telling them where they are what they should do to have a better results and certainly OER is very important for my students and for my course in my course I have four or five different books and I allow them to have their PDF files and tell them which pages to go and all those so that's the syllabus that's how I created the environment to let my students flourish next slide please we all know this right it's called taxonomy some kind of a taxonomy the loom taxonomy we I don't start at the bottom I don't start teaching my students how to remember I tell them if they understand they will remember and I try to give them examples for example if I am teaching about proteins which is part of environmental science I don't come to them with a large words like denaturation or denaturation what is denaturation it scares the kids or students in the in the class I ask them do you make scrambled egg and how many people you think they know they make a scrambled egg or not many all of them they know about the scrambled egg and I say when the egg changes to a scrambled egg proteins are denatured do you think they will not they will forget that they will never forget that each time they see scrambled egg on Sunday morning or any morning that they are eating a scrambled egg they'll remember oh my god the protein has denatured and then I go to into understanding and trying to let them apply if egg cooks and denatures now what what else can happen to denature another protein they say how about barbecue and chicken great good we're not learning so we go step by step on this and because we are using open resources people can go and find out this chart or similar charts find out the different meanings of it so we are trying to build our students to get to analysis and evaluation part they may not get to creating part next slide please I talked about this I told you that I am not going to have a lot of summative assessments but I am in a college so I have to also provide grades so I do some summative assessment I emphasize heavily on formative assessments formative assessments can be a short conversation at the end of the class whether it is a you know online class hybrid class whatever conversation is bring a question to students to answer and we can go forward from there so my assessments are not major part of my course learning practicing exchanging ideas is is the main part of my course next slide please if they are going to do research I want them to identify the question that they want to answer gather some resources come back to me and say Jalal I have these resources we can throw some of them out of the window some of them out of the door some of them under the table get some that we are going to use and that would be the second gathering or we can go back and find out what's going on and we'll try to answer those three questions that you see on this slide I won't be reading my slides you can read my slides but I want you to know that every student has the opportunity to see this this slide was not created by me this comes from Ted's work from from our library our library has a package tutorial package for how students can can learn about research next slide please and thank you Jalal you have just a minute or two to wrap up please I will do that so our environment is city of Boston and here is the questions that I asked them to answer who is your neighbor where is RCC what's the difference between what you see in your neighborhood and when you come to the college next slide please I also emphasize on the availability of green space for mental health walking for emotional and physical health and that is in our neighborhoods I would like everybody to take a second and look at it center of this slide center of the city of Boston our three neighborhoods Roxbury North Dorchester and South Dorchester and those neighborhoods are majority of them are African Americans low-income neighborhoods they don't have any green space to walk in when you come to Roslindale JP and West Roxbury which is the higher percentage of Caucasians and other races then you will find out that there's more green spaces so there is some environmental injustice that we talk about in our class and the last slide I would like to bring to you that our our city is built from different countries read about the countries that you see on this slide we are not all Americans we are from Haitian we are from China we are from different places so we have to be aware of that fact so what is the difference we have to see that and last one last slide so the message from my presentation is collaborate design to empower make sure that research is fun teach them about scrambling that's okay and find the students as your teammates thank you for your time thank you very much Jalal and Ted for for sharing that inspiring work at Roxbury College and making it real for students and their their lived lives their lived experiences all right and next we're going to switch to the equity and open education project out of Oregon State oh OSU is a different college now we're from Portland Community College but yes the state of Oregon certainly thank you Una for that introduction do you have the slide Liz with our titles are we using that no I think we'll go directly to yours just for time okay no problem I will share my screen so my name is Jen Claudini I'm happy to be here with all of you I'm a librarian from Portland Community College and I'm going to give the very quick setup about the equity and open education faculty cohort that we first designed at Portland Community College and now we're offering as Una said at the state level in Oregon and then my colleague Michelle Huss who is a biology instructor is going to tell you a little bit about how she redesigned her course after participating in our cohort so I'm giving it setup and then Michelle will give you the implementation I always like to start out talking about the equity and open education cohort with this student this this photo of our students from PCC we are a large four campus college the most urban college the most diverse and urban college in Oregon and also the largest we had had we have an OER steering committee and have had one for years and in 2018 we were thinking about our our open education initiative at the college we'd had a lot of good success with the the message that many of you I'm sure have also advocated for at your own colleges around cost and how cost can the cost of course materials can be a big burden and barrier for our students that message resonated with many of our instructors and it wasn't hard to help them understand that cost that we should consider the cost of our course materials and consider open materials for the cost savings but we thought that there we were we were missing something right we wanted to help folks take the next step by considering that flexible copyright and open education practices can do so much more than just save students money that it can also allow us to transform our classes so that our students our actual students as pictured here are at the center of our courses and our course material design that their voices and experiences are represented there so we were able to pitch for internal funding at PCC and we designed this professional development experience for our instructors but since then since 2018 I was able to collaborate with our statewide OER coordinator Amy Hoffer from open Oregon educational resources and we were able to secure grant funding from William and Flora Hewlett Foundation so for the past year we've been able to offer this professional development experience at the state level and my colleague Michelle who will speak with you next participated in one of our state cohorts so the quick and dirty description of the the professional development design we have we designed it to be a two part experience the first part we have our instructors who are participating do some learning during four weeks where we cover these four topics we do kind of a primer on OER and copyright basics in week one culturally responsive teaching in week two universal design in week three and open pedagogy in week four and then in part two we we say it's optional you know you you're required to participate in part one and then instructors have the option to implement a redesign of a unit of their class another core component of the professional development design is that we provide stipends for participation we really believe that that allows folks to participate across our diverse experience of instructors who are part-time who are limited in their time who don't have professional development funding so that has allowed in my opinion a broad swath of our colleagues to be able to participate in in the cohort another key component about the design of this professional development experience because we're kind of a large and dispersed campus we designed the the cohort to be a virtual experience from the beginning which came in really useful later through the pandemic and as we tried to scale up as we were able to scale up for the state level it's we usually at PCC we had cohorts total cohort numbers of about 30 participants at the state level it's about 60 participants but we break that big cohort up into small groups of about three or four folks and you work with your same small group through the first those four weeks and each week we provide a prompt and the small groups get together for about an hour long conversation so talking with colleagues other teachers to construct knowledge around these topics and share experiences and respond to scenarios so that is that we've from the feedback we've heard that's a really key feature of the learning and connection that happens in this equity and open education faculty cohort. Okay and then the last thing I wanted to tell you is that the canvas shell for the professional development course is openly licensed and available you are more than welcome invited to take it make it your own implemented in your own systems I am happy to answer any questions or you know provide any guidance if I can I know that we have some interest in others from other states there's some folks from Colorado who are thinking about deploying it on a state level so we're hoping that folks will find it useful now I will hand it over to my colleague Michelle. Thanks Jen I'm gonna if you unshare I will share I am so I'm so fortunate that I get to work with Jen and let me share this I was so I'm open pedagogy changed my life my teaching life and my life and so everybody saw the breadth of topics that we covered in the equity and open educational faculty cohort it was amazing my I had been using OER texts already but I didn't really involve my students in their own educational process until this cohort and I'm going to talk about genetics today but this really works for any class so I have been thinking about equity and inclusion for many years but I still had a traditional looking classroom in many ways one of the one of the first pieces is the disposable assignment so a student turns in their homework I interact with it and then that's the end of its life also all of the questions the research the requests the ideas they came from me or the textbook not my students so they had little control they had a little voice in their educational process it was relevant to me I don't know if it was relevant to them and we also relied heavily on texts so that really don't represent our students so I said to myself what are we going to do the first thing I want to do is create an environment that's inclusive and usually I do this but I have never done it this early so the very first thing that we do together um is our intro to discussion if you're online if you're together you'll do it in some way what is my what are my career goals what's my favorite ice cream player whatever um and I had to throw in the image of the pride month because it is pride month um but anyway we went beyond this and so we watched uh Ted talk and read an article about the non-binary nature of sex and gender and they heard terms like intersex non cis gender trans they them theirs double x chromosomes does not equate to male or female and the binary depiction of male and female anatomy is false so we were really going up against what the traditional curriculum says and we did it together on an interactive google doc we questioned it you can see the questions that we asked and and addressed together and I learned from them as well because they taught me new terms and their experiential knowledge was much larger than mine and it was so amazing so we started off the term with some culture with some equity what does it mean to be inclusive um so exciting so then the next piece was okay how do I go from disposable to legacy something that lives on a document that lives on beyond the term and then to open where the student has a choice about the topics they research and they add to the curriculum of the course in which everyone interacts with not just me the instructor so we'll talk about these three pieces one caveat that I'm learning about and I have been teaching many years but I you know right we're all learning the more clear I am the better my rubrics are the more I have parameters about length expectations about examples about how many questions about should we be thinking about a clear purpose what are my objectives the better the less frustration there is right frustration is real for students and so that's just a little caveat as we go on that that is so essential okay so case studies and projects so case studies the students generated these case studies on their own they worked as a pair I did provide a large topic list that they could work from they could also go beyond it then they were peer reviewed by other students we we will then use these in the future so they pick something that was relevant for them we'll use these in the future in future terms for the first case study of the term students will get to choose what's most relevant to them and then they'll generate their own so you can see we're going to be stockpiling these and maybe the next step would be putting these into the public domain maybe making a book I don't know but you know the sky's the limit so projects are really similar explain a tiny bit of the text your way with playing with poetry sketching skits youtube art and we can use this in future terms in unison or in lieu of the text and again the sky's the limit this they live on it's possible that we can make them into the public domain I'm kind of working on that and maybe a book who knows so these are just some of the things that we were working on this is an example of one of just one of the case studies a one of the case studies a student was wanting to learn about systemic racism in genetics and looking at dnda databases so it's really current and this meant a lot to her she stepped like most of the students she stepped way above the expectations why because she was interested it was relevant to her and also because that responsibility for the legacy assignment students really take it seriously my name is on this I'm going to open licenses this is going to live on so next I'm just throwing it all out there homework collaborative homework so you can see this is just an example please don't read it all but on the right the black is the question that I wrote and then you can see the different colors so there's a red a blue and a yellow those are different students interacting with each other and they're using analogies they're collaborating they're explaining we're on google docs here it lives throughout the term and the students explain it better than I do by the way amazing they're using all kinds of like movie analogies so amazing so the other piece is that that homework would model the assessment questions and so probably the most significant piece of this transformation for me is assessment as open pedagogy and so students can write assessment questions that require critical thinking they can reach we solve the law's blooms taxonomy they can reach higher on the blooms taxonomy towards integration and analyzing they we can move away from them not having a voice and using multiple choice and publisher text language we can um they're they become educators and so I'm so excited about this they use the homework I created a couple videos just kind of like about clarity because that's a really big thing right like be clear how many points how long is it and then I gave them kind of a grab bag of different like compare on contrast here's a list of terms you can use make you know try to write some process be quick based questions scenario questions and each student gave us two questions per week on a collaborative document and that's what I grabbed the test questions from and oh my goodness think about this is an example so you just can look through you can see some of the questions um think about how that translates beyond the classroom to allow students to think about how do I invoke others to critically think that's going to translate beyond any classroom so I just I love this and one more significant thing about this is I had to step out of the way I had to see my own bias that teachers know everything yeah I like I had there it is right right smack right in the face I got to step out of the way and let them shine and when I did look at the questions they write their their questions that you and I would write they're amazing and beyond so um so so wonderful to have um open open test question generation so what does this all mean I'm certainly not an expert I loved the cohort that um I loved I loved participating in that and um students amaze me they will take responsibility for their work they want to open license they're very excited they want to get out in the public domain they want legacy assignments they want to know that they're going to be attributed they teach me if I can get out of the way they teach me they teach each other so I think we need to move aside more at least I do I'll speak for myself I'm looking at my time I think I'm close but I also included just a few things just showing that they can open license it they want to open license it Michelle you have you have about 30 seconds I'm I'm done I'm just they're they're so into it they're so excited about it and so am I thank you so much I know all of these projects are so exciting and we could spend 30 or 45 minutes on all of them I just want to make sure we have enough time for our final project as well which is the open for anti-racism project with Joyce Schumate and Deborah Crumpton thank you all sorry one second here so thank you all so much as Jen just did I'm going to kind of lead off here and take just a few moments to describe what the open for anti-racism program is and then pass it on to one of our program participants Dr. Deborah Crumpton so my name is Joyce Schumate I'm with a I'm a director of online education at college of the canyons in California and I had the pleasure of helping to co-develop and co-facilitate the course that our participants went through for the open for anti-racism program that was also generously funded by the Hewlett Foundation so you know to get started here we also for some context we we call the program open for anti-racism afar for short so to start off kind of why why did we develop this course why did we even build the program I think you know last year especially after murders of George Floyd Breonna Taylor and others we started to see a whole lot of statements of solidarity we read a lot of commitments to change either that our own institutions put out or businesses were putting out their their statements and their their commitments to change um we saw a lot of pledges to be inclusive but I think a way in which a lot of us struggled this is a headline that I took uh cut from an inside higher ed article was how like now what you know how do we enact the change that we're committing and pledging ourselves to do and to be um so you know really for me the question wasn't why oh hard but why not and uh let's get to it you know I'll say as as a as a woman of color but I think more importantly just as a human being experiencing those senseless murders um I was happy and proud to see that our consciousness was changing uh individually and as a society but a lot of those statements felt a little bit empty because we weren't really sure what next steps to take um so while those experiences were were painful um I was excited because as an educator I think it provides each of us the opportunity to actually move forward and and do something take it a step further than um lovely statements but move into action and that was really the goal of our open for anti-racism program so we got to work and what that looked like was um developing a course that participants went through um to explore how to use OER and open pedagogy to make their courses more anti-racist um this program was open to uh community college instructors in the california community college system we had over 300 applicants and 17 spots available so there was a great demand um but you know we were able to facilitate a small cohort of faculty through this program uh it's important to note too that our participants in the program really represented um a diverse set of of colleges within our state so um you know ranging from their demographics to location you know local so we had some rural colleges city colleges um and their disciplines of of um of instruction also ranged we had uh faculty from EMT you're going to hear Dr. Deborah Crumpton who's a business instructor uh early childhood education um ESL so there were a range of faculty who willingly participated in in this program so as I shared we started off with a four week course um I co-developed and co-facilitated the course with Dr. Kim Gruy from northern virginia community college she was a fabulous colleague to work with and what we did was broke down that four week uh course into basically four modules so first is um exploring you know what is anti-racism then what is OER and how do we use that to support anti-racism then we moved on to what is open pedagogy and then in the end our participants created an action plan an important part of this entire project was not only the learning that was happening in collaboration that was happening within the course but we wanted our participants to be able to implement something immediately and so those action plans went into effect in the spring semester uh so they began immediately by taking what they learned developing a plan and then immediately implementing it and that was um something I'm really proud of because it was a way that we were able to take action and and move towards actively making our courses anti-racist so I know we're short on time so I will move through quickly um but in terms of just defining anti-racist pedagogy um this was really important because our participants and as was stated before Kim and I we were all learning together so it was important um that we set the stage and kind of explored what anti-racism even means and what anti-racist pedagogy means uh I won't read all of these things to you but it was really important that we framed what it means to bring race into the conversation um and to think about the opportunities that OER and open pedagogy allows for us to dismantle a lot of the the structural um the structural racist systems that have built education that have built the disciplines in which uh you know each of them are our experts so another important part of this course was you know again bridging that gap um so really trying to find a way to and it was actually as we were doing you know exploring more and working with the participants it was quite clear how open pedagogy and OER could be leveraged to build anti-racist courses um so some of these things were mentioned already in the in the previous presentations but considering who whose voice um is your textbook written by white males most likely but OER provides an opportunity for you to um validate and include voices from participants in the field experts in the field whose voices may not otherwise have been included in the text um also you know again there was talk about disposable versus non-disposable assignments you know we were looking at textbook replacement but also the opportunity to bring students into the process of um you know sort of the low hanging fruit is maybe you're replacing images so that they're more reflective of students in your college but also students becoming participants in creating the content uh was really really important so uh it was exciting to watch our participants explore the ways in which they could bring their own students in to the process of helping to create content and we did have have some participants who had students create test uh test questions as well so that was really really exciting um and then uh kind of the last component of the course was our participants developing an action plan as I mentioned so these are just the questions we intentionally left them pretty broad but they were just to guide our participants to think about what it is that they were going to implement in their own course obviously we were looking for plans that could be implemented immediately so those might be some immediate uh quick steps or shorter steps but all of our participants also had these really big goals and plans um that they wanted to implement as well so uh the last part of this program was just some ongoing support so our our participants went through this four-week course uh in January of this year and then after that they had this spring semester to be implementing their plans and we just offered the program offered some ongoing support in the form of monthly workshops speaker series and and then we're actually rounding out the last of our showcases where faculty will share what they did this past semester so that is it I want to pass it on over to Debra please do feel free to reach out if you have any questions and uh Debra you can take it away all right thank you um good afternoon everybody um it's let me just get my screen shared here and uh we'll get started I uh I am fully aware of the time and so um can everyone see my screen just to double check that okay and Debra and please take as much time as you need you have um a wonderful course to show to everyone well I want to be respectful thank you and I appreciate that you know I and I appreciate the excitement of Jalal and Michelle you know it's you get excited and Jen we start talking about the work you're doing there's never hardly enough time and you just want to share as much as you can so I teach um I teach business classes and introduction to business is our bread and butter class at the Sacramento Sacramento City College where I teach um it is a course that tends to attract not only um first time students but students who are really exploring options you know it has no prerequisite and it's a relatively attractive class everybody wants to learn about business before I get into the nuts and bolts of um of what I did I just like to uh show this land acknowledgement because I always start my presentation with this to remind us who we are and on whose land we speak right to it reminds us of our privilege so as Joy talked about we all had to put together after our four week um face-to-face or virtual course our action plan what were we going to do not only this spring but long term and like most of my colleagues I was very ambitious I sort of certainly I can get all this accomplished in the spring of course I can you know I can not only integrate and remix the text I'm using I can create content that's anti-racist I can create these learning experiences for students and oh by the way no problem generating student um content well that was more ambitious uh than I realized but you know I did roll up my sleeves and get busy because like most disciplines I am most interested in having students see themselves and see the path to success for themselves and so looking at this discipline for what it is a colonized white center discipline where people of color tend to be other and their successes our successes tend to be um you know something as as the exception and not the rule and I wanted students to also recognize the historical misrepresentations of people of color within this discipline and I realized that all of this had to start with me and I have been on this I've been on this journey because I think it is a journey to become anti-racist and to develop a consciousness of inclusiveness so the the decolonizing had to start with me and prior to having the privilege of being in this program I had already started doing a lot of work in that regard so I decolonized by tax I had adopted an OER textbook and I had started to develop assignments um not necessarily with student voice but where students could see themselves and as I said it's a journey so two of the assignments that I am that I've had the most success within my business introduction of business class has been these two one is um tends to be a really fun assignment where students look for an entrepreneur who is most like them and I'm always interested in the questions that I get when students read this assignment so Professor Crump you you mean who looks like me you mean like you know they ask for everything except race and so I you know I give them that example but the assignment that is most probing probing that I want to share with you is this assignment that I call analysis of racial bias in marketing I start the assignment with a relatively easy video this is a two-minute video that I'm not going to show here but it will attempt to play about marketing from a retail perspective by this company that's in beauty industry so students look at it no big deal but then they get to this engaging video by this young Latino who starts to talk about who walks them through the supermarket and starts to talk about products like um you know and Jemima and he says things like whose mom is that anyway and it's just very thought provoking kind of um comments that this young man has for students and so you see just hearing his voice you can kind of imagine right how he's going to take students through this journey and it's only a five-minute video these are my instructions and although this is a busy slide I think these instructions are relatively important so I just want to share a couple of things with you from these instructions one is you know engaging anyone in a conversation about race tends to be um relatively uncomfortable for them and I think it has to be more comfortable for us I've gotten myself to the point where I'm really comfortable talking to anyone about race and I believe that I can do it with compassion as well as honesty at the same time holding both myself and them accountable and so I know my students however are not necessarily there so I want to remind them that as they share their experience of this video that that's their truth I want them to be tolerant of others right I want them to recognize that everybody's truth is valid and so I just start by simply asking them how they feel because making a heart connection before you make a head connection I think is most important in everything we do and so when they after they look at these videos I want them to try as Jalal has done have a personal experience with this right what three products that you use you know look at services can you identify the racism in them in the in those products now what I've discovered is I need more clearer instructions on this I need to help them to see the racism in the products because then I they don't have that lens so although this worked well this spring it wasn't as deep as I wanted students to go it wasn't as probing as I wanted them to go and so they had to then answer the question have you ever been treated unfairly and so you know students this broad rich perspective of students gives us a broad perspective of answers and so students of color said yeah I felt ignored and unwanted I mean this is general comments right another student who taught looked at this generationally remember this experience that he had with his father my white students was really interesting particularly this last comment I am not my ancestors it reminded me of two things one is that just like students of color often don't know our history students white students don't know their history and they don't understand that they have stepped into their privilege they've been born into it and so finding a way to help students to see that and to honor that is uh is my work as we continue to go forward these are some more generalized comments I found the outlier comment worth sharing because it reminds me of how no matter what you do you have to really push students to get into this conversation about racism right this instead of all this I met you gay professor crumpton this is the only one I would change I didn't learn anything from it right and it reminds me you know of um of the work that's to be done to get students into race so how am I sharing this well I share everything I do with fact I serve in many capacities on my campus and I share a confidence about I see race in everything and so every time someone says something I I I bring that lens so and ask him who's being disadvantaged by this right who's being disadvantaged by this policy so not only at department meetings do I do that but I do it in every capacity and then I'm sharing my oh for my open for racism um experience at a professional development activity that we are doing on our college campus a week before classes start um and so uh what lessons I've high learned from all of this well to move anybody through anti-racism to include me I first have got to move through racism and that's important right I mean you cannot take people where you're not willing to go you cannot ask someone to do the learning that you aren't willing to do and so racializing of self is necessary and there's a lot there's a lot of time energy and effort required right and making our classes not only anti-racist but open androgyn right it's it just takes a lot of work and a lot of time and so you got to take great care of yourself I imagine most of you are like me and that is that you're too tired right now but but my lessons are lessons that I take with me everywhere about this work right that I can only lead my students other faculty where I'm willing to go I can only teach what I know I can only give what I have and so if you want to come to this work with compassion you have got to develop it by one understanding the history of people who are not like you thank you for your time well whoa what an amazing finish thank you so much to Joy and Debra and our other presenters as well Michelle and Jen and Jalal and Ted and we just have a few quick messages and I we're monitoring the chat but we haven't had we've had some wonderful comments we haven't had too many questions Liz do you want to take us out here on our final slide or two sure so um as Una mentioned at the top of the webinar this is our last spring webinars but we do have some summer activities going on we have an equity diversity and inclusion book club happening with the synchronous and asynchronous discussion it's reading from equity talk to equity walk of my copy up there is what's looking up there and we also have since a lot of this was about open pedagogy we have an open pedagogy adventure so we we've already had our our kickoff meeting but we have meetings every two weeks the next one's on Tuesday and you can find out more at OEG connect and I'll I'll put that link in the chat in just a minute and and so we'll be exploring different things and some of the things that were talked about here like non-disposable or legacy I guess is a good word assignments and we'll also be talking about interactivity like H5P and other other topics like that just if you're not familiar with CCCOER on our website which is CCCOER.org we've got a tab with upcoming open education conferences we have an email list and we've got blog posts on equity diversity inclusion we have student OER impact stories on our website and I think that's it excellent thank you so much Liz and we are open for questions now so please feel free to unmic yourself I know we're at four minutes after the hour but I think we can hang around for just a few more minutes I don't want to keep our speakers a lot beyond that but please do speak up if you have a question or perhaps a comment thank you Jen I know we are at the top of the hour well thank you all for coming today I hope that you enjoyed this as much as I did and we will we look forward to seeing you over the summer and if not that back in the fall for our webinars then and Liz I think you can stop the recorder